Defining, Valuing, and Teaching Clinical Outcomes Assessment in Professional and Post-Professional Athletic Training Education Programs

ERIC Educational Resources Information Center

Snyder, Alison R.; McLeod, Tamara C. Valovich; Sauers, Eric L.

2007-01-01

Objective: To provide a basic introduction for athletic training educators about the importance of clinical outcomes measures and to recommend strategies for implementing clinical outcomes assessment education in professional and post-professional athletic training education programs. Background: Outcomes is a frequently used term amongst…

Sexual Harassment Training and Reporting in Athletic Training Students

ERIC Educational Resources Information Center

Mansell, Jamie; Moffit, Dani M.; Russ, Anne C.; Thorpe, Justin N.

2017-01-01

Context: Sexual harassment is a growing concern in higher education. Athletic training students should feel safe in their programs, whether in the didactic or clinical setting. Though the Commission on Accreditation of Athletic Training Education creates standards to keep the students safe, there are none regarding sexual harassment training for…

Student Retention in Athletic Training Education Programs

PubMed Central

Dodge, Thomas M; Mitchell, Murray F; Mensch, James M

2009-01-01

Context: The success of any academic program, including athletic training, depends upon attracting and keeping quality students. The nature of persistent students versus students who prematurely leave the athletic training major is not known. Understanding the profiles of athletic training students who persist or leave is important. Objective: To (1) explore the relationships among the following variables: anticipatory factors, academic integration, clinical integration, social integration, and motivation; (2) determine which of the aforementioned variables discriminate between senior athletic training students and major changers; and (3) identify which variable is the strongest predictor of persistence in athletic training education programs. Design: Descriptive study using a qualitative and quantitative mixed-methods approach. Setting: Thirteen athletic training education programs located in District 3 of the National Athletic Trainers' Association. Patients or Other Participants: Ninety-four senior-level athletic training students and 31 college students who changed majors from athletic training to another degree option. Data Collection: Data were collected with the Athletic Training Education Program Student Retention Questionnaire (ATEPSRQ). Analysis: Data from the ATEPSRQ were analyzed via Pearson correlations, multivariate analysis of variance, univariate analysis of variance, and a stepwise discriminant analysis. Open-ended questions were transcribed and analyzed using open, axial, and selective coding procedures. Member checks and peer debriefing techniques ensured trustworthiness of the study. Results: Pearson correlations identified moderate relationships among motivation and clinical integration (r  =  0.515, P < .01) and motivation and academic integration (r  =  0.509, P < .01). Univariate analyses of variance showed that academic integration (F1,122  =  8.483, P < .004), clinical integration (F1,119  =  30.214, P < .001), and motivation (F1,121  =  68.887, P < .001) discriminated between seniors and major changers. Discriminant analysis indicated that motivation was the strongest predictor of persistence in athletic training education, accounting for 37.2% of the variance between groups. The theoretic model accurately classified 95.7% of the seniors and 53.8% of the major changers. A common theme emerging from the qualitative data was the presence of a strong peer-support group that surrounded many of the senior-level students. Conclusions: Understanding student retention in athletic training is important for our profession. Results from this study suggest 3 key factors associated with student persistence in athletic training education programs: (1) student motivation, (2) clinical and academic integration, and (3) the presence of a peer-support system. Educators and program directors must create comprehensive recruitment and retention strategies that address factors influencing students' decisions to stay in the athletic training profession. PMID:19295966

Student retention in athletic training education programs.

PubMed

Dodge, Thomas M; Mitchell, Murray F; Mensch, James M

2009-01-01

The success of any academic program, including athletic training, depends upon attracting and keeping quality students. The nature of persistent students versus students who prematurely leave the athletic training major is not known. Understanding the profiles of athletic training students who persist or leave is important. To (1) explore the relationships among the following variables: anticipatory factors, academic integration, clinical integration, social integration, and motivation; (2) determine which of the aforementioned variables discriminate between senior athletic training students and major changers; and (3) identify which variable is the strongest predictor of persistence in athletic training education programs. Descriptive study using a qualitative and quantitative mixed-methods approach. Thirteen athletic training education programs located in District 3 of the National Athletic Trainers' Association. Ninety-four senior-level athletic training students and 31 college students who changed majors from athletic training to another degree option. Data were collected with the Athletic Training Education Program Student Retention Questionnaire (ATEPSRQ). Data from the ATEPSRQ were analyzed via Pearson correlations, multivariate analysis of variance, univariate analysis of variance, and a stepwise discriminant analysis. Open-ended questions were transcribed and analyzed using open, axial, and selective coding procedures. Member checks and peer debriefing techniques ensured trustworthiness of the study. Pearson correlations identified moderate relationships among motivation and clinical integration (r = 0.515, P < .01) and motivation and academic integration (r = 0.509, P < .01). Univariate analyses of variance showed that academic integration (F(1,122) = 8.483, P < .004), clinical integration (F(1,119) = 30.214, P < .001), and motivation (F(1,121) = 68.887, P < .001) discriminated between seniors and major changers. Discriminant analysis indicated that motivation was the strongest predictor of persistence in athletic training education, accounting for 37.2% of the variance between groups. The theoretic model accurately classified 95.7% of the seniors and 53.8% of the major changers. A common theme emerging from the qualitative data was the presence of a strong peer-support group that surrounded many of the senior-level students. Understanding student retention in athletic training is important for our profession. Results from this study suggest 3 key factors associated with student persistence in athletic training education programs: (1) student motivation, (2) clinical and academic integration, and (3) the presence of a peer-support system. Educators and program directors must create comprehensive recruitment and retention strategies that address factors influencing students' decisions to stay in the athletic training profession.

The Use of Cloud Technology in Athletic Training Education

ERIC Educational Resources Information Center

Perkey, Dennis

2012-01-01

As technology advances and becomes more portable, athletic training educators (ATEs) have many options available to them. Whether attempting to streamline efforts in courses, or operate a more efficient athletic training education program, portable technology is becoming an important tool that will assist the ATE. One tool that allows more…

Clinical Reasoning in Athletic Training Education: Modeling Expert Thinking

ERIC Educational Resources Information Center

Geisler, Paul R.; Lazenby, Todd W.

2009-01-01

Objective: To address the need for a more definitive approach to critical thinking during athletic training educational experiences by introducing the clinical reasoning model for critical thinking. Background: Educators are aware of the need to teach students how to think critically. The multiple domains of athletic training are comprehensive and…

Instilling Foundation Behaviors of Professional Practice in Undergraduate Athletic Training Students: A Grounded Theory Study

ERIC Educational Resources Information Center

O'Brien, Christopher W.

2011-01-01

The purpose of this grounded theory study was to investigate the implementation of the "Foundational Behaviors of Professional Practice" in undergraduate athletic training education program curriculums accredited by the Commission on Accreditation of Athletic Training Education [CAATE]. Specifically, this study examined the educational and…

Self-Directed Learning and the Millennial Athletic Training Student

ERIC Educational Resources Information Center

Hughes, Brian J.; Berry, David C.

2011-01-01

Athletic training educators (ATEs) have a responsibility to remain aware of the current student population, particularly how they learn and give meaning to what they have learned. Just as clinical athletic trainers (ATs) must adapt to ever changing work schedules and demands, so too must athletic training educators. In addition to adapting to…

Peer Assessment of Clinical Skills and Professional Behaviors among Undergraduate Athletic Training Students

ERIC Educational Resources Information Center

Engelmann, Jeanine E.

2016-01-01

Context: Peer assessment is widely used in medical education as a formative evaluation and preparatory tool for students. Athletic training students learn similar knowledge, skills, and affective traits as medical students. Peer assessment has been widely studied with beneficial results in medical education, yet athletic training education has…

Sampling Methods and the Accredited Population in Athletic Training Education Research

ERIC Educational Resources Information Center

Carr, W. David; Volberding, Jennifer

2009-01-01

Context: We describe methods of sampling the widely-studied, yet poorly defined, population of accredited athletic training education programs (ATEPs). Objective: There are two purposes to this study; first to describe the incidence and types of sampling methods used in athletic training education research, and second to clearly define the…

Perceptions of Athletic Training Education Program Directors on Their Students' Persistence and Departure Decisions

ERIC Educational Resources Information Center

Bowman, Thomas G.

2012-01-01

The athletic training profession is in the midst of a large increase in demand for health care professionals for the physically active. In order to meet demand, directors of athletic training education programs (ATEPs) are challenged with providing sufficient graduates. There has been a large increase in ATEPs nationwide since educational reform…

Prediction of Academic Achievement in an NATA-Approved Graduate Athletic Training Education Program

PubMed Central

Keskula, Douglas R.; Sammarone, Paula G.; Perrin, David H.

1995-01-01

The Purpose of this investigation was to determine which information used in the applicant selection process would best predict the final grade point average of students in a National Athletic Trainers Association (NATA) graduate athletic training education program. The criterion variable used was the graduate grade-point average (GPAg) calculated at the completion of the program of study. The predictor variables included: 1) Graduate Record Examination-Quantitative (GRE-Q) scores; and 2) Graduate Record Examination-Verbal (GRE-V) scores, 3) preadmission grade point average (GPAp), 4) total athletic training hours (hours), and 5) curriculum or internship undergraduate athletic training education (program). Data from 55 graduate athletic training students during a 5-year period were evaluated. Stepwise multiple regression analysis indicated that GPAp was a significant predictor of GPAg, accounting for 34% of the variance. GRE-Q, GRE-V, hours, and program did not significantly contribute individually or in combination to the prediction of GPAg. The results of this investigation suggest that, of the variables examined, GPAp is the best predictor of academic success in an NATA-approved graduate athletic training education program. PMID:16558312

Learning Professionalism in Athletic Training Education

ERIC Educational Resources Information Center

Craig, Debbie I.

2006-01-01

Objective: Student learning of professionalism in athletic training education programs (ATEPs) can be varied and even elusive. The purpose of this article is to define professionalism and discuss its development in athletic training students. Background: Medical professions have studied extensively how students learn professionalism. However, with…

Physical activity participation and constraints among athletic training students.

PubMed

Stanek, Justin; Rogers, Katherine; Anderson, Jordan

2015-02-01

Researchers have examined the physical activity (PA) habits of certified athletic trainers; however, none have looked specifically at athletic training students. To assess PA participation and constraints to participation among athletic training students. Cross-sectional study. Entry-level athletic training education programs (undergraduate and graduate) across the United States. Participants were 1125 entry-level athletic training students. Self-reported PA participation, including a calculated PA index based on a typical week. Leisure constraints and demographic data were also collected. Only 22.8% (252/1105) of athletic training students were meeting the American College of Sports Medicine recommendations for PA through moderate-intensity cardiorespiratory exercise. Although 52.3% (580/1105) were meeting the recommendations through vigorous-intensity cardiorespiratory exercise, 60.5% (681/1125) were meeting the recommendations based on the combined total of moderate or vigorous cardiorespiratory exercise. In addition, 57.2% (643/1125) of respondents met the recommendations for resistance exercise. Exercise habits of athletic training students appear to be better than the national average and similar to those of practicing athletic trainers. Students reported structural constraints such as lack of time due to work or studies as the most significant barrier to exercise participation. Athletic training students experienced similar constraints to PA participation as practicing athletic trainers, and these constraints appeared to influence their exercise participation during their entry-level education. Athletic training students may benefit from a greater emphasis on work-life balance during their entry-level education to promote better health and fitness habits.

Overcoming Barriers to Implementation of Evidence-Based Practice Concepts in Athletic Training Education: Perceptions of Select Educators

PubMed Central

Manspeaker, Sarah; Van Lunen, Bonnie

2011-01-01

Context: The need to include evidence-based practice (EBP) concepts in entry-level athletic training education is evident as the profession transitions toward using evidence to inform clinical decision making. Objective: To evaluate athletic training educators' experience with implementation of EBP concepts in Commission on Accreditation of Athletic Training Education (CAATE)-accredited entry-level athletic training education programs in reference to educational barriers and strategies for overcoming these barriers. Design: Qualitative interviews of emergent design with grounded theory. Setting: Undergraduate CAATE-accredited athletic training education programs. Patients or Other Participants: Eleven educators (3 men, 8 women). The average number of years teaching was 14.73 ± 7.06. Data Collection and Analysis: Interviews were conducted to evaluate perceived barriers and strategies for overcoming these barriers to implementation of evidence-based concepts in the curriculum. Interviews were explored qualitatively through open and axial coding. Established themes and categories were triangulated and member checked to determine trustworthiness. Results: Educators identified 3 categories of need for EBP instruction: respect for the athletic training profession, use of EBP as part of the decision-making toolbox, and third-party reimbursement. Barriers to incorporating EBP concepts included time, role strain, knowledge, and the gap between clinical and educational practices. Suggested strategies for surmounting barriers included identifying a starting point for inclusion and approaching inclusion from a faculty perspective. Conclusions: Educators must transition toward instruction of EBP, regardless of barriers present in their academic programs, in order to maintain progress with other health professions' clinical practices and educational standards. Because today's students are tomorrow's clinicians, we need to include EBP concepts in entry-level education to promote critical thinking, inspire potential research interest, and further develop the available body of knowledge in our growing clinical practice. PMID:22488139

Overcoming barriers to implementation of evidence-based practice concepts in athletic training education: perceptions of select educators.

PubMed

Manspeaker, Sarah; Van Lunen, Bonnie

2011-01-01

The need to include evidence-based practice (EBP) concepts in entry-level athletic training education is evident as the profession transitions toward using evidence to inform clinical decision making. To evaluate athletic training educators' experience with implementation of EBP concepts in Commission on Accreditation of Athletic Training Education (CAATE)-accredited entry-level athletic training education programs in reference to educational barriers and strategies for overcoming these barriers. Qualitative interviews of emergent design with grounded theory. Undergraduate CAATE-accredited athletic training education programs. Eleven educators (3 men, 8 women). The average number of years teaching was 14.73 ± 7.06. Interviews were conducted to evaluate perceived barriers and strategies for overcoming these barriers to implementation of evidence-based concepts in the curriculum. Interviews were explored qualitatively through open and axial coding. Established themes and categories were triangulated and member checked to determine trustworthiness. Educators identified 3 categories of need for EBP instruction: respect for the athletic training profession, use of EBP as part of the decision-making toolbox, and third-party reimbursement. Barriers to incorporating EBP concepts included time, role strain, knowledge, and the gap between clinical and educational practices. Suggested strategies for surmounting barriers included identifying a starting point for inclusion and approaching inclusion from a faculty perspective. Educators must transition toward instruction of EBP, regardless of barriers present in their academic programs, in order to maintain progress with other health professions' clinical practices and educational standards. Because today's students are tomorrow's clinicians, we need to include EBP concepts in entry-level education to promote critical thinking, inspire potential research interest, and further develop the available body of knowledge in our growing clinical practice.

Career Decisions of Senior Athletic Training Students and Recent Graduates of Accredited Athletic Training Education Programs

ERIC Educational Resources Information Center

Neibert, Peter; Huot, Christopher; Sexton, Patrick

2010-01-01

Context: Athletic training students and graduates are faced with many factors that direct them into or away from the athletic training profession as a final career choice. Objective: The purpose of the study was to determine the career decisions made by athletic training students following graduation from an accredited professional athletic…

Female athletic training students' perceptions of motherhood and retention in athletic training.

PubMed

Mazerolle, Stephanie M; Gavin, Kerri

2013-01-01

Motherhood appears to be a catalyst in job turnover for female athletic trainers, especially those employed at the National Collegiate Athletic Association Division I level. However, most researchers examining this topic have investigated the perspectives of those who are currently employed rather than those who are preparing to enter the profession. To evaluate female athletic training students' perceptions of motherhood and retention. Qualitative study. Athletic training education program. A total of 18 female athletic training students volunteered to participate. They were enrolled in 1 Commission on Accrediting Athletic Training Education-accredited athletic training program and represented 3 levels of academic STUDY. The participants responded to a series of questions related to work-life balance and retention in athletic training. Analysis of the data followed a general inductive process. Credibility was established by interpretive member checks and peer review. The first theme, clinical setting, speaks to the belief that work-life balance and retention in athletic training require an employment setting that fosters a family-friendly atmosphere and a work schedule (including travel) that allows for time at home. The second theme, mentorship, reflects the acknowledgment that a female mentor who is successful in balancing the roles of mother and athletic trainer can serve as a role model. The final theme, work-life balance strategies, illustrates the need to have a plan in place to meet the demands of both home and work life. A female athletic trainer who is successfully balancing her career and family responsibilities may be the most helpful factor in retention, especially for female athletic training students. Young professionals need to be educated on the importance of developing successful work-life balance strategies, which can be helpful in reducing attrition from the profession.

Development of Measurability and Importance Scales for the NATA Athletic Training Educational Competencies.

ERIC Educational Resources Information Center

Wolfe, Edward W.; Nogle, Sally

2002-01-01

Developed and validated an instrument designed to measure the perceived measurability and importance of the National Athletic Trainers' Association Athletic Training Educational Competencies. Data from 931 athletic trainers and sport medicine physicians support 6 constructs, each of which demonstrates high reliability. (SLD)

The Effect of High-Fidelity Cardiopulmonary Resuscitation (CPR) Simulation on Athletic Training Student Knowledge, Confidence, Emotions, and Experiences

ERIC Educational Resources Information Center

Tivener, Kristin Ann; Gloe, Donna Sue

2015-01-01

Context: High-fidelity simulation is widely used in healthcare for the training and professional education of students though literature of its application to athletic training education remains sparse. Objective: This research attempts to address a wide-range of data. This includes athletic training student knowledge acquisition from…

Should Athletic Training Educators Utilize Grades When Evaluating Student Clinical Performance?

ERIC Educational Resources Information Center

Scriber, Kent; Gray, Courtney; Millspaugh, Rose

2010-01-01

Objective: To explore and address some of the challenges for assessing, interpreting, and grading athletic training students' clinical performance and to suggest athletic training educators consider using a more universal assessment method for professional consistency. Background: In years past students learned from teachers or mentors on an…

Factors of persistence among graduates of athletic training education programs.

PubMed

Bowman, Thomas G; Dodge, Thomas M

2011-01-01

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. 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. Qualitative study. Postprofessional education program accredited by the NATA. 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. 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. 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. 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.

Physical Activity Participation and Constraints Among Athletic Training Students

PubMed Central

Stanek, Justin; Rogers, Katherine; Anderson, Jordan

2015-01-01

Context: Researchers have examined the physical activity (PA) habits of certified athletic trainers; however, none have looked specifically at athletic training students. Objective: To assess PA participation and constraints to participation among athletic training students. Design: Cross-sectional study. Setting: Entry-level athletic training education programs (undergraduate and graduate) across the United States. Patients or Other Participants: Participants were 1125 entry-level athletic training students. Main Outcome Measure(s): Self-reported PA participation, including a calculated PA index based on a typical week. Leisure constraints and demographic data were also collected. Results: Only 22.8% (252/1105) of athletic training students were meeting the American College of Sports Medicine recommendations for PA through moderate-intensity cardiorespiratory exercise. Although 52.3% (580/1105) were meeting the recommendations through vigorous-intensity cardiorespiratory exercise, 60.5% (681/1125) were meeting the recommendations based on the combined total of moderate or vigorous cardiorespiratory exercise. In addition, 57.2% (643/1125) of respondents met the recommendations for resistance exercise. Exercise habits of athletic training students appear to be better than the national average and similar to those of practicing athletic trainers. Students reported structural constraints such as lack of time due to work or studies as the most significant barrier to exercise participation. Conclusions: Athletic training students experienced similar constraints to PA participation as practicing athletic trainers, and these constraints appeared to influence their exercise participation during their entry-level education. Athletic training students may benefit from a greater emphasis on work-life balance during their entry-level education to promote better health and fitness habits. PMID:25689560

Observations on Current Practices in Preceptor Training

ERIC Educational Resources Information Center

Volberding, Jennifer L.; Richardson, Lawrence

2015-01-01

Preceptor education is a major focus for all athletic training programs. Clinical education is a required and fundamental component of an athletic training student's education, so it is imperative the preceptors delivering and supervising clinical experiences have the highest level of training. The purpose of this exploratory qualitative…

Novice to expert practice via postprofessional athletic training education: a grounded theory.

PubMed

Neibert, Peter J

2009-01-01

To discover the theoretic constructs that confirm, disconfirm, or extend the principles and their applications appropriate for National Athletic Trainers' Association (NATA)-accredited postprofessional athletic training education programs. Interviews at the 2003 NATA Annual Meeting & Clinical Symposia. Qualitative study using grounded theory procedures. Thirteen interviews were conducted with postprofessional graduates. Participants were purposefully selected based on theoretic sampling and availability. The transcribed interviews were analyzed using open coding, axial coding, and selective coding procedures. Member checks, reflective journaling, and triangulation were used to ensure trustworthiness. The participants' comments confirmed and extended the current principles of postprofessional athletic training education programs and offered additional suggestions for more effective practical applications. The emergence of this central category of novice to expert practice is a paramount finding. The tightly woven fabric of the 10 processes, when interlaced with one another, provides a strong tapestry supporting novice to expert practice via postprofessional athletic training education. The emergence of this theoretic position pushes postprofessional graduate athletic training education forward to the future for further investigation into the theoretic constructs of novice to expert practice.

Recently certified athletic trainers' undergraduate educational preparation in psychosocial intervention and referral.

PubMed

Stiller-Ostrowski, Jennifer Lynn; Ostrowski, John A

2009-01-01

"Psychosocial Intervention and Referral" is one of the 12 content areas established by the National Athletic Trainers' Association Education Council and is required to be taught in athletic training education programs (ATEPs). The perceived preparation of athletic trainers (ATs) in this content area has not been evaluated. To explore the preparation level of recently certified ATs within the content area of "Psychosocial Intervention and Referral." Qualitative design involving semistructured, in-depth, focus group interviews. Interviews were conducted at 2 National Collegiate Athletic Association Division I institutions in 2 regions of the United States. A total of 11 recently certified ATs who met predetermined criteria were recruited. The ATs represented a range of undergraduate ATEPs and current employment settings. Focus group interviews were transcribed verbatim and analyzed deductively. Peer debriefing and member checks were used to ensure trustworthiness. The ATEPs are doing an adequate job of preparing ATs for many common communication and interpersonal issues, but ATs report being underprepared to deal with athlete-related issues in the areas of motivation and adherence, counseling and social support, mental skills training, and psychosocial referral. Limitations of undergraduate ATEPs regarding preparation of athletic training students within the "Psychosocial Intervention and Referral" content area were identified, with the goal of improving athletic training education. The more we know about the issues that entry-level ATs face, the more effectively we can structure athletic training education.

Seeking Greater Relevance for Athletic Training Education within American Higher Education and the Health Care Professions

ERIC Educational Resources Information Center

Perrin, David H.

2015-01-01

This paper addresses several of the challenges facing today's system of higher education, and discusses the implications of these challenges for the athletic training profession. Among the major challenges are cost, accountability, access, and value of a higher education. The paper next focuses on several issues about which athletic training…

Predictors of Success on Professional Credentialing Examinations of Athletic Training Undergraduates

ERIC Educational Resources Information Center

Esparza, Shandra Dawn

2012-01-01

Compared to other allied health programs, graduates of athletic training (AT) programs have lower pass rates on their national credentialing examination (48%). In 2013, the new Standards for Entry Level AT Programs from the Commission on Accreditation of Athletic Training Education (CAATE) will require AT education programs to be accountable for…

Defining the Engaging Learning Experience from the Athletic Training Student Perspective

ERIC Educational Resources Information Center

Mazerolle, Stephanie M.; Bowman, Thomas G.; Benes, Sarah S.

2014-01-01

Context: Clinical experiences are an integral part of athletic training education and are where students gain the hands-on, practical knowledge and skills necessary to provide quality patient care in the field. However, some clinical education experiences may not allow athletic training students to become clinically integrated. Objective: To…

Description of Professional Master's Athletic Training Programs

ERIC Educational Resources Information Center

Bowman, Thomas G.; Pitney, William A.; Mazerolle, Stephanie M.; Dodge, Thomas M.

2015-01-01

Context: Professional master's (PM) athletic training programs (ATPs) are becoming more popular as the profession debates what the entry-level degree should be for athletic training. More information is needed related to the potential benefits of PM ATPs. Objective: Describe the Commission on Accreditation of Athletic Training Education (CAATE)…

Athletic Training Educators' Pedagogical Strategies for Preparing Students to Address Sudden Death in Sport

ERIC Educational Resources Information Center

Mazerolle, Stephanie M.; Pagnotta, Kelly D.; Salvatore, Anthony C.; Casa, Douglas J.

2013-01-01

Context: Educational training programs both impart knowledge and allow students to practice skills to gain clinical competence. Objective: Understand the educational training provided to athletic training students regarding sudden death in sport beyond exertional heat stroke. Design: An exploratory, qualitative study using telephone interviews and…

Educating the Educator: Use of Pulse Oximetry in Athletic Training

ERIC Educational Resources Information Center

Berry, David C.; Seitz, S. Robert

2012-01-01

The 5th edition of the "Athletic Training Education Competencies" expanded the scope of knowledge and skill set of entry-level athletic trainers related to the domain of "Acute Care of Injuries and Illnesses." One of these major changes includes the introduction of adjunct airway techniques, such as oropharyngeal and nasopharyngeal airways and…

A Mandala: A Diagram of the Clinical Education Experience in Athletic Training

ERIC Educational Resources Information Center

Cernohous, Steve; West, Sharon

2007-01-01

Objective: The objective of this paper is to present the practical use of a Mandala that: 1) provides opportunities for athletic training students to explore, reflect on and appreciate their clinical experiences; 2) provides educators with a model to understand and value athletic training student experiences; 3) organizes and captures factors and…

Predictors of Commitment to Athletic Training Education

ERIC Educational Resources Information Center

Weiss, Windee M.; Neibert, Peter J.

2013-01-01

Context: In order for athletic training students to be successful in any athletic training education program (ATEP), a certain level of commitment to the program and profession is required. Objective: The purpose of this study was to explore the applicability of the sport commitment model (SCM) to an ATEP by applying the SCM in an academic setting…

Athletic Training Student Socialization Part I: Socializing Students in Undergraduate Athletic Training Programs

ERIC Educational Resources Information Center

Mazerolle, Stephanie M.; Bowman, Thomas G.; Dodge, Thomas M.

2014-01-01

Context: Professional socialization is a key process in the professional development of athletic training students. The published athletic training education research has focused on many perspectives regarding socialization; however, it has yet to investigate the program director's (PD's) opinion. Objective: To gain insights from the PD on methods…

Educating the Educator: Use of Advanced Bleeding Control Mechanisms in Athletic Training: A Shift in the Thought Process of Prehospital Care. Part 2: Hemostatic Agents

ERIC Educational Resources Information Center

Payne, Ellen K.; Berry, David C.; Seitz, S. Robert

2014-01-01

In Part 1 of this series [see: EJ1044392], the concepts of hemorrhaging, shock, and controlling bleeding as they relate to athletic training and prehospital emergency care along with the use of tourniquets were presented for athletic training educators (ATEs) to teach the skill in the classroom. This article, Part 2 of advanced bleeding control,…

Evaluation of Athletic Training Students' Clinical Proficiencies

PubMed Central

Walker, Stacy E; Weidner, Thomas G; Armstrong, Kirk J

2008-01-01

Context: Appropriate methods for evaluating clinical proficiencies are essential in ensuring entry-level competence. Objective: To investigate the common methods athletic training education programs use to evaluate student performance of clinical proficiencies. Design: Cross-sectional design. Setting: Public and private institutions nationwide. Patients or Other Participants: All program directors of athletic training education programs accredited by the Commission on Accreditation of Allied Health Education Programs as of January 2006 (n  =  337); 201 (59.6%) program directors responded. Data Collection and Analysis: The institutional survey consisted of 11 items regarding institutional and program demographics. The 14-item Methods of Clinical Proficiency Evaluation in Athletic Training survey consisted of respondents' demographic characteristics and Likert-scale items regarding clinical proficiency evaluation methods and barriers, educational content areas, and clinical experience settings. We used analyses of variance and independent t tests to assess differences among athletic training education program characteristics and the barriers, methods, content areas, and settings regarding clinical proficiency evaluation. Results: Of the 3 methods investigated, simulations (n  =  191, 95.0%) were the most prevalent method of clinical proficiency evaluation. An independent-samples t test revealed that more opportunities existed for real-time evaluations in the college or high school athletic training room (t189  =  2.866, P  =  .037) than in other settings. Orthopaedic clinical examination and diagnosis (4.37 ± 0.826) and therapeutic modalities (4.36 ± 0.738) content areas were scored the highest in sufficient opportunities for real-time clinical proficiency evaluations. An inadequate volume of injuries or conditions (3.99 ± 1.033) and injury/condition occurrence not coinciding with the clinical proficiency assessment timetable (4.06 ± 0.995) were barriers to real-time evaluation. One-way analyses of variance revealed no difference between athletic training education program characteristics and the opportunities for and barriers to real-time evaluations among the various clinical experience settings. Conclusions: No one primary barrier hindered real-time clinical proficiency evaluation. To determine athletic training students' clinical proficiency for entry-level employment, athletic training education programs must incorporate standardized patients or take a disciplined approach to using simulation for instruction and evaluation. PMID:18668172

Novice to Expert Practice via Postprofessional Athletic Training Education: A Grounded Theory

PubMed Central

Neibert, Peter J

2009-01-01

Objective: To discover the theoretic constructs that confirm, disconfirm, or extend the principles and their applications appropriate for National Athletic Trainers' Association (NATA)–accredited postprofessional athletic training education programs. Design: Interviews at the 2003 NATA Annual Meeting & Clinical Symposia. Setting: Qualitative study using grounded theory procedures. Patients and Other Participants: Thirteen interviews were conducted with postprofessional graduates. Participants were purposefully selected based on theoretic sampling and availability. Data Collection and Analysis: The transcribed interviews were analyzed using open coding, axial coding, and selective coding procedures. Member checks, reflective journaling, and triangulation were used to ensure trustworthiness. Results: The participants' comments confirmed and extended the current principles of postprofessional athletic training education programs and offered additional suggestions for more effective practical applications. Conclusions: The emergence of this central category of novice to expert practice is a paramount finding. The tightly woven fabric of the 10 processes, when interlaced with one another, provides a strong tapestry supporting novice to expert practice via postprofessional athletic training education. The emergence of this theoretic position pushes postprofessional graduate athletic training education forward to the future for further investigation into the theoretic constructs of novice to expert practice. PMID:19593420

Athletic Trainers' Perceptions of the Importance, Preparation and Time Spent in the Athletic Training Content Areas

ERIC Educational Resources Information Center

Donahue, Martin

2009-01-01

Context: Graduates of professional programs accredited by the Commission on Accreditation of Athletic Training Education are expected to be competent and proficient in the athletic training content areas. Objective: The unique skills and knowledge that an athletic trainer (AT) must possess may have more importance in one clinical setting than in…

Clinical Education in Athletic Training

ERIC Educational Resources Information Center

Edler, Jessica R.; Eberman, Lindsey E.; Walker, Stacy

2017-01-01

Context: Clinical education is a foundational component of healthcare education by which students acquire, practice, and demonstrate competency in clinical proficiencies through classroom, laboratory, and clinical experiences. Currently, the most common practice of clinical education in athletic training is clinical integration. Objective: The…

Critical-Thinking Skills of First-Year Athletic Training Students Enrolled in Professional Programs

ERIC Educational Resources Information Center

Bates, Dana K.; Sikkema, Jill A.; Nynas, Suzette M.; Culp, Clinton

2017-01-01

Context: The Examination of Professional Degree Level document presented to the National Athletic Trainers' Association Board of Directors states that research in athletic training education has not investigated differences in the critical-thinking skills of professional athletic training students. Objective: Investigate the differences in…

Factors Influencing Senior Athletic Training Students' Preparedness to Enter the Workforce

ERIC Educational Resources Information Center

Mazerolle, Stephanie M.; Benes, Sarah S.

2014-01-01

Context: Athletic training education programs must provide the student with opportunities to learn the roles and responsibilities of the athletic trainer. Objective: Investigate factors that help prepare the athletic training student (ATS) to successfully enter the workplace upon graduation from her undergraduate program. Design: Exploratory…

Multistakeholder Perspectives on the Transition to a Graduate-Level Athletic Training Educational Model

PubMed Central

Mazerolle, Stephanie M.; Bowman, Thomas G.; Pitney, William A.

2015-01-01

Context  The decision has been made to move away from the traditional bachelor's degree professional program to a master's degree professional program. Little is known about the perceptions about this transition from those involved with education. Objective  To examine multiple stakeholders' perspectives within athletic training education on the effect that a change to graduate-level education could have on the profession and the educational and professional development of the athletic trainer. Design  Qualitative study. Setting  Web-based survey. Patients or Other Participants  A total of 18 athletic training students (6 men, 12 women; age = 24 ± 5 years), 17 athletic training faculty (6 men, 9 women, 2 unspecified; 7 program directors, 5 faculty members, 3 clinical coordinators, 2 unidentified; age = 45 ± 8 years), and 15 preceptors (7 men, 7 women, 1 unspecified; age = 34 ± 7 years) completed the study. Data Collection and Analysis  Participants completed a structured Web-based questionnaire. Each cohort responded to questions matching their roles within an athletic training program. Data were analyzed following a general inductive process. Member checks, multiple-analyst triangulation, and peer review established credibility. Results  Thirty-one (62%) participants supported the transition, 14 (28%) were opposed, and 5 (10%) were neutral or undecided. Advantages of and support for transitioning and disadvantages of and against transitioning emerged. The first higher-order theme, advantages, revealed 4 benefits: (1) alignment of athletic training with other health care professions, (2) advanced coursework and curriculum delivery, (3) improved student and professional retention, and (4) student maturity. The second higher-order theme, disadvantages, was defined by 3 factors: (1) limited time for autonomous practice, (2) financial concerns, and (3) lack of evidence for the transition. Conclusions  Athletic training students, faculty, and preceptors demonstrated moderate support for a transition to the graduate-level model. Factors supporting the move were comparable with those detailed in a recent document on professional education in athletic training presented to the National Athletic Trainers' Association Board of Directors. The concerns about and reasons against a move have been discussed by those in the profession. PMID:26287491

Educating Educators: Perceptions of Preceptors and Clinical Education Coordinators Regarding Training at a Division II Athletic Training Program

ERIC Educational Resources Information Center

Bomar, Renae Ellen; Mulvihill, Thalia

2016-01-01

Context: Clinical experiences give the student athletic trainer the opportunity to relate and apply didactic information to a real-world setting. During these experiences student athletic trainers are supervised by certified, licensed health care providers working in a variety of settings (e.g., hospital, physical therapy clinic, doctor's office).…

eLearning: Is There a Place in Athletic Training Education?

PubMed Central

Wright, Kenneth E.; Stewart, Jeffrey; Wright, Vivian H.; Barker, Scott

2002-01-01

Objective: To provide an overview of current issue and research literature that discusses the use of eLearning in an academic curriculum. We address several components to be examined before eLearning is incorporated into athletic training education. Data Sources: We searched MEDLINE and Educational Resources Information Center (ERIC) from 2000 through 2002 using the key words distance education, online learning, and the individual research studies referenced in this article. Data Synthesis: Educational research studies have confirmed that multiple methods in instruction delivery exist. Within the changing culture of higher education, the use of effective communication tools has been shown to increase student knowledge and skills. Through eLearning, methods of instruction design are designed to be student centered and allow the educator to become a facilitator. Conclusions/Recommendations: Even though the use of eLearning faces many challenges in athletic training education, the research literature does support this method of instructional delivery in selected courses in athletic training education. PMID:12937546

eLearning: Is There a Place in Athletic Training Education?

PubMed

Wright, Kenneth E; Stewart, Jeffrey; Wright, Vivian H; Barker, Scott

2002-12-01

OBJECTIVE: To provide an overview of current issue and research literature that discusses the use of eLearning in an academic curriculum. We address several components to be examined before eLearning is incorporated into athletic training education. DATA SOURCES: We searched MEDLINE and Educational Resources Information Center (ERIC) from 2000 through 2002 using the key words distance education, online learning, and the individual research studies referenced in this article. DATA SYNTHESIS: Educational research studies have confirmed that multiple methods in instruction delivery exist. Within the changing culture of higher education, the use of effective communication tools has been shown to increase student knowledge and skills. Through eLearning, methods of instruction design are designed to be student centered and allow the educator to become a facilitator. CONCLUSIONS/RECOMMENDATIONS: Even though the use of eLearning faces many challenges in athletic training education, the research literature does support this method of instructional delivery in selected courses in athletic training education.

Improving clinical instruction: comparison of literature.

PubMed

Giordano, Shelley

2008-01-01

Clinical education in radiologic technology and athletic training is similar in that both programs use clinical sites and clinical instructors to instruct and evaluate student competency. The purpose of this paper is to review and compare the literature from radiologic technology and athletic training clinical education. The literature for this review was obtained using ProQuest and PubMed databases, from the years 1998 to 2006. Research is available for both radiologic technology and athletic training and provides a good comparison. Radiologic technology students experience various clinical stressors that can be remedied by properly trained clinical instructors and instructors who spend quality time with students. The opinions regarding the necessary behaviors of clinical instructors vary between program directors, clinical instructors and students. Cooperation and communication between programs and clinical instructors is important for students to achieve clinical success. A comparison of the literature demonstrates that radiologic technology and athletic training programs are similar; thus, ideas from athletic training can be applied to radiologic technology clinical education.

Individual moral philosophies and ethical decision making of undergraduate athletic training students and educators.

PubMed

Caswell, Shane V; Gould, Trenton E

2008-01-01

Ethics research in athletic training is lacking. Teaching students technical skills is important, but teaching them how to reason and to behave in a manner that befits responsible health care professionals is equally important. To expand ethics research in athletic training by (1) describing undergraduate athletic training students' and educators' individual moral philosophies and ethical decision-making abilities and (2) investigating the effects of sex and level of education on mean composite individual moral philosophies and ethical decision-making scores. Stratified, multistage, cluster-sample correlational study. Mailed survey instruments were distributed in classroom settings at 30 institutions having Commission on Accreditation of Allied Health Education Programs (CAAHEP)-accredited athletic training programs. Undergraduate students and educators (n = 598: 373 women, 225 men; mean age = 23.5 +/- 6.3 years) from 25 CAAHEP-accredited athletic training programs. We used the Ethics Position Questionnaire and the Dilemmas in Athletic Training Questionnaire to compute participants' mean composite individual moral philosophies (idealism and relativism) and ethical decision-making scores, respectively. Three separate 2 (sex: male, female) x 3 (education level: underclass, upper class, educator) between-subjects factorial analyses of variance using idealism, relativism, and ethical decision-making scores as dependent measures were performed. Respondents reported higher idealism scores (37.57 +/- 4.91) than relativism scores (31.70 +/- 4.80) (response rate = 83%). The mean ethical decision-making score for all respondents was 80.76 +/- 7.88. No significant interactions were revealed. The main effect for sex illustrated that men reported significantly higher relativism scores ( P = .0014, eta (2) = .015) than did women. The main effect for education level revealed significant differences between students' and educators' idealism ( P = .0190, eta (2) = .013), relativism ( P < .001, eta (2) = .050), and ethical decision-making scores ( P < .001, eta (2) = .027). Tukey honestly significant difference post hoc analysis indicated that educators possessed lower idealism scores (36.90 +/- 5.70) and relativism scores (29.92 +/- 4.86) and higher ethical decision-making scores (82.98 +/- 7.62) than did students. Our findings do not support changes in athletic training ethics education practices to address sex-specific needs. However, when opportunities occur for students to reason using different ethical perspectives, educators should be aware of their students' and their own moral philosophies in order to optimally facilitate professional growth.

Leadership content important in athletic training education with implications for allied health care.

PubMed

Kutz, Matthew R; Scialli, Joan

2008-01-01

A two-phase exploratory and comparative research study using a Delphi technique and a web-based national survey was done to determine leadership content (i.e., theories, styles, or practices) important to include in athletic training education. Eighteen athletic training experts participated in the Delphi technique, followed by 161 athletic trainers completing the national survey. Consensus of experts was reached after two rounds (77% interrater agreement, alpha = 0.80 and alpha = 0.93 per respective round) and identified 31 leadership content items important to include in athletic training education. The national sample then rated importance of each leadership content area for inclusion in four types of athletic training education programs (entry-level baccalaureate, entry-level master's degree, postgraduate certifications, and doctoral degree). The respondents ranked the leadership content in order of importance according to mean (mean = 1.53 +/- 0.84 to 2.55 +/- 0.55; scale, 0-3). Twenty-two content items (63%) were rated at least "very important" (mean > or = 2.0). Exploratory factor analysis established construct validity and organized leadership content by three factors: managerial leadership and knowledge management; leadership theories; and leadership issues, trends, and policies (alpha = 0.84-0.91). Repeated-measures analysis of variance (Sidak post-hoc adjustments) established criterion-related concurrent validity, which found increasing levels of importance as education type progressed (F = 4.88, p = 0.003-32.56, p = 0.000). Adding leadership content within athletic training enhances the professionalization of students, facilitates leadership competency among students and practicing professionals enrolled in postcertification educational programs, and facilitates job placement and role.

Peer-assisted learning and orthopaedic evaluation psychomotor skills.

PubMed

Weidner, Thomas G; Popp, Jennifer K

2007-01-01

Athletic training educators often anecdotally suggest that athletic training students enhance their learning by teaching their peers. However, peer-assisted learning (PAL) has not been examined within athletic training education to provide evidence for PAL's current use or for its use as a pedagogic tool. To assess the effectiveness of intentional, formal PAL on the performance of psychomotor skills and to identify students' perceptions of PAL. Randomized, pretest-posttest experimental design. Athletic Training Research and Education Laboratory. Fifty-one undergraduate students (27 athletic training majors, 24 nonmajors). Review sessions led by either an Approved Clinical Instructor or peer tutor. We assessed pretest and posttest performance scores (number of correct skills) and the amount of time to complete the psychomotor skills in 3 categories of orthopaedic evaluation of the hand and wrist for subjects assigned to either a peer tutor or an Approved Clinical Instructor review group. Using the Athletic Training Peer-Assisted Learning Assessment Survey, we evaluated the perceptions of students assigned to the peer-tutor group regarding the benefits of, and preferences for, PAL. Differences in the pretest-posttest skill scores were noted in both groups (P < .05). No differences in the posttest skills scores or the times to perform the skills were seen between the groups. The Athletic Training Peer-Assisted Learning Assessment Survey revealed that most (n = 19, 70.4%) of the subjects felt less anxious when practicing psychomotor skills with peer tutors than with the laboratory instructor, and many students (n = 12, 44.4%) felt more self-confident when practicing psychomotor skills with a peer tutor. Peer-assisted learning appears to be a valid method for improving athletic training psychomotor skills. Peers can be resources for practicing clinical skills and report benefiting from the collaboration. Peer-assisted learning should be deliberately integrated into athletic training education programs to enhance student learning and collaboration.

Mentoring and Personal Relationships Are Perceived Benefits of Serving as an Athletic Training Preceptor

ERIC Educational Resources Information Center

Bowman, Thomas G.; Mazerolle, Stephanie M.; Dodge, Thomas M.

2013-01-01

Context: Preceptors play a vital role in athletic training education as they mentor and socialize athletic training students into their professional role. Exploring the benefits to serving as a preceptor is important to secure appropriate professional role models for students. Objective: To determine the benefits of serving as an athletic training…

Student Perspectives on Burnout

ERIC Educational Resources Information Center

Mazerolle, Stephanie M.; Pagnotta, Kelly D.

2011-01-01

Context: While burnout has received a great deal of attention within the athletic training profession, there is little data on how it affects athletic training students (ATSs). Objective: To determine what factors influence burnout among ATSs enrolled in accredited athletic training education programs. Design and Setting: Basic, interpretive…

Using athletic training clinical education standards in radiography.

PubMed

Giordano, Shelley; Harris, Katherine

2012-01-01

The selection of clinical education sites for radiography students is based on availability, access to radiographic examinations, and appropriate student-to-technologist ratio. Radiography program directors are not required to evaluate sites based on their educational validity (eg, the clinical instructor's knowledge of basic teaching and learning principles, how well the site communicates with the program, or the clinical instructor's involvement in professional organizations). The purpose of this study was to determine if a set of 12 clinical education standards used in athletic training would be applicable and beneficial to radiography program directors when selecting clinical sites for students. A survey concerning the applicability of the athletic training standards to radiography site selection was completed by 270 directors of radiography programs accredited by the Joint Review Committee on Education in Radiologic Technology. The survey results indicated the athletic training clinical education standards were considered applicable to the selection of clinical sites for radiography students and would be beneficial to radiography program directors when selecting sites.

Critical-Thinking Predisposition Among Undergraduate Athletic Training Students

PubMed Central

Leaver-Dunn, Deidre; Harrelson, Gary L.; Martin, Malissa; Wyatt, Tom

2002-01-01

Objective: To investigate the tendency of undergraduate athletic training students to think critically, to assess their likelihood of using specific components of critical thinking, and to study the effect of selected demographic and educational variables on critical-thinking tendencies in this sample of students. Design and Setting: Data were collected before regularly scheduled athletic training classes at the beginning of the spring semester. Subjects: Ninety-one students enrolled in 3 Commission on Accreditation of Allied Health Education Programs-accredited undergraduate athletic training education programs in the southeast. The subjects ranged in age from 19 to 29 years (mean age = 22.33 ± 1.94). Forty-six (50.5%) of the subjects were men and 45 (49.5%) were women. Measurements: The California Critical Thinking Disposition Inventory contains 75 Likert-type items assessing 7 components of critical thinking: truth seeking, open mindedness, analyticity, systematicity, inquisitiveness, cognitive maturity, and critical-thinking self-confidence. Results: The overall mean indicated a general but mild trend toward critical thinking, with weak scores on the truth-seeking subscale. One-way analysis of variance reflected significant differences among the schools for truth seeking, open mindedness, and maturity subscales and for the overall mean score for the entire inventory. Only the open-mindedness difference persisted between 2 of the schools after post hoc testing. Correlation analyses indicated no significant relationship between total score and age, sex, ethnicity, year in athletic training program, cumulative grade point average, completed semester hours, or clinical-experience hours. Conclusions: Athletic training students are inclined toward critical thinking, but this tendency is relatively weak. Classroom and clinical instructors should use teaching methods and techniques that facilitate the components of critical thinking. The promotion of critical thinking and critical-thinking skills has implications for athletic training education and the advancement of certified athletic trainers and the profession of athletic training. PMID:12937536

Program Directors' Perceptions of Programmatic Attributes Contributing to Athletic Training Student Persistence

ERIC Educational Resources Information Center

Bowman, Thomas G.; Dodge, Thomas M.; Mazerolle, Stephanie M.

2015-01-01

Context: Graduates of athletic training programs (ATPs) have identified factors contributing to their persistence through professional education. However, program directors have yet to elaborate on programmatic attributes that might contribute to athletic training student retention in their respective ATPs. Objective: To determine program…

Preferred Learning Styles of Professional Undergraduate and Graduate Athletic Training Students

ERIC Educational Resources Information Center

Thon, Sarah; Hansen, Pamela

2015-01-01

Context: Recognizing the preferred learning style of professional undergraduate and graduate athletic training students will equip educators to more effectively improve their teaching methods and optimize student learning. Objective: To determine the preferred learning style of professional undergraduate and graduate athletic training students…

Clinical Preceptors' Perspectives on Clinical Education in Post-Professional Athletic Training Education Programs

ERIC Educational Resources Information Center

Phan, Kelvin; McCarty, Cailee W.; Mutchler, Jessica M.; Van Lunen, Bonnie

2012-01-01

Context: Clinical education is the interaction between a clinical preceptor and student within the clinical setting to help the student progress as a clinician. Post-professional athletic training clinical education is especially important to improve these students' clinical knowledge and skills. However, little research has been conducted to…

Individual Moral Philosophies and Ethical Decision Making of Undergraduate Athletic Training Students and Educators

PubMed Central

Caswell, Shane V; Gould, Trenton E

2008-01-01

Context: Ethics research in athletic training is lacking. Teaching students technical skills is important, but teaching them how to reason and to behave in a manner that befits responsible health care professionals is equally important. Objective: To expand ethics research in athletic training by (1) describing undergraduate athletic training students' and educators' individual moral philosophies and ethical decision-making abilities and (2) investigating the effects of sex and level of education on mean composite individual moral philosophies and ethical decision-making scores. Design: Stratified, multistage, cluster-sample correlational study. Setting: Mailed survey instruments were distributed in classroom settings at 30 institutions having Commission on Accreditation of Allied Health Education Programs (CAAHEP)–accredited athletic training programs. Patients or Other Participants: Undergraduate students and educators (n = 598: 373 women, 225 men; mean age = 23.5 ± 6.3 years) from 25 CAAHEP-accredited athletic training programs. Main Outcome Measure(s): We used the Ethics Position Questionnaire and the Dilemmas in Athletic Training Questionnaire to compute participants' mean composite individual moral philosophies (idealism and relativism) and ethical decision-making scores, respectively. Three separate 2 (sex: male, female) × 3 (education level: underclass, upper class, educator) between-subjects factorial analyses of variance using idealism, relativism, and ethical decision-making scores as dependent measures were performed. Results: Respondents reported higher idealism scores (37.57 ± 4.91) than relativism scores (31.70 ± 4.80) (response rate = 83%). The mean ethical decision-making score for all respondents was 80.76 ± 7.88. No significant interactions were revealed. The main effect for sex illustrated that men reported significantly higher relativism scores ( P = .0014, η 2 = .015) than did women. The main effect for education level revealed significant differences between students' and educators' idealism ( P = .0190, η 2 = .013), relativism ( P < .001, η 2 = .050), and ethical decision-making scores ( P < .001, η 2 = .027). Tukey honestly significant difference post hoc analysis indicated that educators possessed lower idealism scores (36.90 ± 5.70) and relativism scores (29.92 ± 4.86) and higher ethical decision-making scores (82.98 ± 7.62) than did students. Conclusions: Our findings do not support changes in athletic training ethics education practices to address sex-specific needs. However, when opportunities occur for students to reason using different ethical perspectives, educators should be aware of their students' and their own moral philosophies in order to optimally facilitate professional growth. PMID:18345347

Effectiveness of Mobile Learning on Athletic Training Psychomotor Skill Acquisition

ERIC Educational Resources Information Center

Davie, Emily; Martin, Malissa; Cuppett, Micki; Lebsack, Denise

2015-01-01

Context: Instruction of psychomotor skills is an important component of athletic training education. Accommodating the varied learning abilities and preferences of athletic training students can be challenging for an instructor initiating skill acquisition in a traditional face-to-face (F2F) environment. Video instruction available on mobile…

Professional Master's Athletic Training Programs Use Clinical Education to Facilitate Transition to Practice

ERIC Educational Resources Information Center

Bowman, Thomas G.; Mazerolle, Stephanie M.; Barrett, Jessica L.

2017-01-01

Context: Athletic training students' ability to transition into professional practice is a critical component for the future of the profession. However, research on professional master's students' transition to practice and readiness to provide autonomous care is lacking. Objective: To determine professional master's athletic training students'…

Reflective Observation in the Clinical Education Setting: A Way to Promote Learning

ERIC Educational Resources Information Center

Mazerolle, Stephanie M.; Bowman, Thomas G.; Benes, Sarah S.

2015-01-01

Context: Clinical experiences help athletic training students gain real-time learning experiences by engaging in patient care. Observational learning has been identified as important to athletic training student development, yet little is known about its effectiveness. Objective: To explore the athletic training students' perspectives on their…

Athletic Training Preceptors' Perceived Learning Needs Regarding Preceptor Development

ERIC Educational Resources Information Center

Hankemeier, Dorice A.; Kirby, Jessica L.; Walker, Stacy E.; Thrasher, Ashley B.

2017-01-01

Context: Athletic training programs can develop their own content and mechanisms for developing preceptors. Ideally, preceptor development sessions should meet the needs of both the educational program and the preceptor; however, there is a gap in the existing literature regarding athletic training preceptors' perceived learning needs. Objective:…

Female Athletic Training Students' Perceptions of Motherhood and Retention in Athletic Training

PubMed Central

Mazerolle, Stephanie M.; Gavin, Kerri

2013-01-01

Context: Motherhood appears to be a catalyst in job turnover for female athletic trainers, especially those employed at the National Collegiate Athletic Association Division I level. However, most researchers examining this topic have investigated the perspectives of those who are currently employed rather than those who are preparing to enter the profession. Objective: To evaluate female athletic training students' perceptions of motherhood and retention. Design: Qualitative study. Setting: Athletic training education program. Patients or Other Participants: A total of 18 female athletic training students volunteered to participate. They were enrolled in 1 Commission on Accrediting Athletic Training Education–accredited athletic training program and represented 3 levels of academic study. Data Collection and Analysis: The participants responded to a series of questions related to work–life balance and retention in athletic training. Analysis of the data followed a general inductive process. Credibility was established by interpretive member checks and peer review. Results: The first theme, clinical setting, speaks to the belief that work–life balance and retention in athletic training require an employment setting that fosters a family-friendly atmosphere and a work schedule (including travel) that allows for time at home. The second theme, mentorship, reflects the acknowledgment that a female mentor who is successful in balancing the roles of mother and athletic trainer can serve as a role model. The final theme, work–life balance strategies, illustrates the need to have a plan in place to meet the demands of both home and work life. Conclusions: A female athletic trainer who is successfully balancing her career and family responsibilities may be the most helpful factor in retention, especially for female athletic training students. Young professionals need to be educated on the importance of developing successful work–life balance strategies, which can be helpful in reducing attrition from the profession. PMID:23725461

Fundamentals of Athletic Training. Second Edition.

ERIC Educational Resources Information Center

Behling, Fred L.; And Others

This book provides an authoritative reference on the fundamentals of athletic training for people with varied backgrounds but a common interest in the health and education of the high school athlete. The book is designed especially for the novice athletic trainer. Section 1 of the book concerns the organization and administration of athletic…

Program Directors' Perceptions of Reasons Professional Master's Athletic Training Students Persist and Depart

ERIC Educational Resources Information Center

Bowman, Thomas G.; Pitney, William A.; Mazerolle, Stephanie M.; Dodge, Thomas M.

2015-01-01

Context: Student retention is a key issue in higher education. With the increasing number of professional master's (PM) athletic training programs (ATPs), understanding student retention is necessary to maintain viable programs. Objective: Explore program directors' perceptions of the reasons athletic training students persist and depart from PM…

A Review and Conceptual Framework for Integrating Leadership into Clinical Practice

ERIC Educational Resources Information Center

Kutz, Matthew R.

2012-01-01

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…

Incorporating Mobile Learning into Athletic Training Education

ERIC Educational Resources Information Center

Davie, Emily

2009-01-01

Objective: To introduce and present techniques for incorporating mobile learning into athletic training education. Background: The matriculation of digital natives into college has stimulated the identification and development of new teaching and learning strategies. Electronic learning (e-learning), including the use of learning management…

A Nationwide Learning-Style Assessment of Undergraduate Athletic Training Students in CAAHEP-Accredited Athletic Training Programs

PubMed Central

Stradley, Stephanie L.; Buckley, Bernadette D.; Kaminski, Thomas W.; Horodyski, MaryBeth; Fleming, David; Janelle, Christopher M.

2002-01-01

Objective: To identify the learning styles and preferred environmental characteristics of undergraduate athletic training students in Commission on Accreditation of Allied Health Education Programs (CAAHEP)-accredited athletic training education programs and to determine if learning-style differences existed among geographic regions of the country. Design and Setting: Fifty CAAHEP-accredited athletic training programs were randomly selected in proportion to the number of programs in each geographic region. Ten students from each school were selected to complete the Kolb Learning Style Inventory (LSI) and the Productivity Environmental Preference Survey (PEPS). Subjects: A total of 193 undergraduate athletic training students (84 men, 109 women) with a mean age of 22.3 ± 2.8 years completed the PEPS, while 188 students completed the LSI. Measurements: We used chi-square analyses to determine if differences existed in learning-style type and if these differences were based on geographic location. We calculated analysis of variance to determine if there were any geographic differences in the mean overall combination scores of the LSI. Descriptive statistics were used to evaluate the PEPS. Results: The overall return rate was 38%. The chi-square analyses revealed no significant difference in learning-style type for athletic training students, regardless of the geographic region. The LSI yielded a relatively even distribution of learning styles: 29.3% of the students were accommodators, 19.7% were divergers, 21.8% were convergers, and 29.3% were assimilators. The overall mean combination scores were 4.9 (abstract-concrete) and 4.9 (active-reflective), and analysis of variance indicated no significant difference in the mean combination scores among the geographic regions. The PEPS revealed that undergraduate athletic training students demonstrated a strong preference for learning in the afternoon. Conclusions: Undergraduate athletic training students demonstrated great diversity in learning style. Educators must strongly consider this diversity and incorporate teaching methods that will benefit all types of learners. PMID:12937535

Feedback in clinical education, part I: Characteristics of feedback provided by approved clinical instructors.

PubMed

Nottingham, Sara; Henning, Jolene

2014-01-01

Providing students with feedback is an important component of athletic training clinical education; however, little information is known about the feedback that Approved Clinical Instructors (ACIs; now known as preceptors) currently provide to athletic training students (ATSs). To characterize the feedback provided by ACIs to ATSs during clinical education experiences. Qualitative study. One National Collegiate Athletic Association Division I athletic training facility and 1 outpatient rehabilitation clinic that were clinical sites for 1 entry-level master's degree program accredited by the Commission on Accreditation of Athletic Training Education. A total of 4 ACIs with various experience levels and 4 second-year ATSs. Extensive field observations were audio recorded, transcribed, and integrated with field notes for analysis. The constant comparative approach of open, axial, and selective coding was used to inductively analyze data and develop codes and categories. Member checking, triangulation, and peer debriefing were used to promote trustworthiness of the study. The ACIs gave 88 feedback statements in 45 hours and 10 minutes of observation. Characteristics of feedback categories included purpose, timing, specificity, content, form, and privacy. Feedback that ACIs provided included several components that made each feedback exchange unique. The ACIs in our study provided feedback that is supported by the literature, suggesting that ACIs are using current recommendations for providing feedback. Feedback needs to be investigated across multiple athletic training education programs to gain more understanding of certain areas of feedback, including frequency, privacy, and form.

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

ERIC Educational Resources Information Center

Peer, Kimberly S.

2007-01-01

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…

Applying Brain-Based Learning Principles to Athletic Training Education

ERIC Educational Resources Information Center

Craig, Debbie I.

2007-01-01

Objective: To present different concepts and techniques related to the application of brain-based learning principles to Athletic Training clinical education. Background: The body of knowledge concerning how our brains physically learn continues to grow. Brain-based learning principles, developed by numerous authors, offer advice on how to…

Kolb's Experiential Learning Theory in Athletic Training Education: A Literature Review

ERIC Educational Resources Information Center

Schellhase, Kristen C.

2008-01-01

Objective: Kolb's Experiential Learning Theory offers insight into the development of learning styles, classification of learning styles, and how students learn through experience. Discussion is presented on the value of Kolb's Experiential Learning Theory for Athletic Training Education. Data Sources: This article reviews research related to…

Interprofessional Education and Practice in Athletic Training

ERIC Educational Resources Information Center

Breitbach, Anthony P.; Richardson, Russ

2015-01-01

Professional preparation in athletic training has grown from modest roots based in physical education in the 1960s to its emergence as a recognized health profession today. The profession has long embraced interprofessional practice (IPP), but many times has not been included in discussions held at the institutional, governmental, and…

Feedback in Clinical Education, Part I: Characteristics of Feedback Provided by Approved Clinical Instructors

PubMed Central

Nottingham, Sara; Henning, Jolene

2014-01-01

Context Providing students with feedback is an important component of athletic training clinical education; however, little information is known about the feedback that Approved Clinical Instructors (ACIs; now known as preceptors) currently provide to athletic training students (ATSs). Objective To characterize the feedback provided by ACIs to ATSs during clinical education experiences. Design Qualitative study. Setting One National Collegiate Athletic Association Division I athletic training facility and 1 outpatient rehabilitation clinic that were clinical sites for 1 entry-level master's degree program accredited by the Commission on Accreditation of Athletic Training Education. Patients or Other Participants A total of 4 ACIs with various experience levels and 4 second-year ATSs. Data Collection and Analysis Extensive field observations were audio recorded, transcribed, and integrated with field notes for analysis. The constant comparative approach of open, axial, and selective coding was used to inductively analyze data and develop codes and categories. Member checking, triangulation, and peer debriefing were used to promote trustworthiness of the study. Results The ACIs gave 88 feedback statements in 45 hours and 10 minutes of observation. Characteristics of feedback categories included purpose, timing, specificity, content, form, and privacy. Conclusions Feedback that ACIs provided included several components that made each feedback exchange unique. The ACIs in our study provided feedback that is supported by the literature, suggesting that ACIs are using current recommendations for providing feedback. Feedback needs to be investigated across multiple athletic training education programs to gain more understanding of certain areas of feedback, including frequency, privacy, and form. PMID:24143902

Athletic Training Clinical Instructors as Situational Leaders.

PubMed

Meyer, Linda Platt

2002-12-01

OBJECTIVE: To present Situational Leadership as a model that can be implemented by clinical instructors during clinical education. Effective leadership occurs when the leadership style is matched with the observed followers' characteristics. Effective leaders anticipate and assess change and adapt quickly and grow with the change, all while leading followers to do the same. As athletic training students' levels of readiness change, clinical instructors also need to transform their leadership styles and strategies to match the students' ever-changing observed needs in different situations. DATA SOURCES: CINAHL (1982-2002), MEDLINE (1990-2001), SPORT Discus (1949-2002), ERIC (1966-2002), and Internet Web sites were searched. Search terms included leadership, situational leadership, clinical instructors and leadership, teachers as leaders, and clinical education. DATA SYNTHESIS: Situational Leadership is presented as a leadership model to be used by clinical instructors while teaching and supervising athletic training students in the clinical setting. This model can be implemented to improve the clinical-education process. Situational leaders, eg, clinical instructors, must have the flexibility and range of skills to vary their leadership styles to match the challenges that occur while teaching athletic training students. CONCLUSIONS/RECOMMENDATIONS: This leadership style causes the leader to carry a substantial responsibility to lead while giving power away. Communication is one of the most important leadership skills to develop to become an effective leader. It is imperative for the future of the profession that certified athletic trainers continue to develop effective leadership skills to address the changing times in education and expectations of the athletic training profession.

Dance Dynamics. Athletes & Dancers Training & Moving Together.

ERIC Educational Resources Information Center

Pruett, Diane Milhan, Ed.; And Others

1981-01-01

This series of articles explores the various ways in which training procedures in both dance and athletics are compatible. Topics include: traditional and adapted dance class structures and materials; the inclusion of dance in the physical education curriculum; and the physical fitness of dancers as compared to athletes. (JN)

Athletic Training Student Active Learning Time with and without the Use of Bug-In-Ear Technology

ERIC Educational Resources Information Center

Nottingham, Sara L.; Montgomery, Melissa M.; Kasamatsu, Tricia M.

2017-01-01

Context: Clinical education experiences that actively engage students in patient care are important to the development of competent clinicians. It is important to assess athletic training students' time spent clinically and explore new technology that may facilitate more active learning during clinical education. Objective: To assess athletic…

Strategies for Highly Effective Athletic Training Education Program Directors: A Practical Approach to Interdependence

ERIC Educational Resources Information Center

Leone, James E.; Gray, Kimberly A.

2007-01-01

Following "Seven Habits of Highly Effective People" by Stephen Covey, this article seeks to communicate effective strategies for athletic training education Program Directors (PDs) to follow. Commentary of Covey's work and practical strategies to integrate them into PD practice and responsibilities are provided. Background: Due to a lack…

Perspective Transformation: A Mechanism to Assist in the Acceptance of Contemporary Education Reform in Athletic Training

ERIC Educational Resources Information Center

Peer, Kimberly S.

2017-01-01

Context: Athletic training education is experiencing major reform. As professionals consider the implications of these initiatives, the perspective transformation approach to change processes and future impact provides a viable model for all constituents. Objectives: Transformative learning is used as a construct for framing perspective…

Enhance Learning in Athletic Training Education with Audience Response Systems

ERIC Educational Resources Information Center

Harman, Chris T.

2010-01-01

Audience Response Systems (ARS) are now being used to enhance learning in various higher education disciplines. With several ARS brands available, it is most important to consider various facets of this interactive technology prior to implementing it into athletic training courses. This article will outline strategies to incorporate this learning…

"The Student Athlete": Too Little, Too Late.

ERIC Educational Resources Information Center

Nyquist, Ewald B.

1982-01-01

There are vast differences in life experiences and advantages for all college students, not just student athletes; to shunt off the super athlete lacking minimum skills into a second-rate educational training is inexcusable. Institutions that have "turned professional" have become football franchises dabbling in education. (MLW)

Athletic Training Educators' Instructional Methods and Confidence in Graduating Students' Abilities regarding Psychosocial Intervention and Referral

ERIC Educational Resources Information Center

Hamson-Utley, Jennifer Jordan; Stiller-Ostrowski, Jennifer L.

2011-01-01

Context: Graduating athletic training students must consider both physical and mental aspects of injury to fully rehabilitate the injured athlete; however, programs may not be preparing students to apply psychosocial strategies that can improve the recovery process. Objective: To examine Psychosocial Intervention and Referral (PIR) content area…

Educational Preparation and Experiences in the Industrial-Occupational Setting: A Qualitative Study of Athletic Training Graduates' Perspectives

ERIC Educational Resources Information Center

Schilling, Jim F.

2011-01-01

Context: The industrial-occupational setting provides a workplace of substantial potential for the athletic training graduate. Acquiring input from entry-level athletic trainers (ATs) pertaining to experiences, knowledge, and skills necessary to be successful in the industrial-occupational setting is critical information for future Athletic…

Sexual harassment: a concern for the athletic trainer.

PubMed

Velasquez, B J

1998-04-01

Sexual harassment is a vital social issue that affects the business community, educational institutions, and personnel in the U.S. military. Addressing sexual harassment in the athletic training clinical setting is an important issue for the athletic training professional. Athletic trainers need to understand the complex definitions of sexual harassment and how to identify and handle claims of sexual harassment in order to prevent sexual harassment from occurring and to prevent civil lawsuits of alleged sexual harassment. Professional journals, legal textbooks, policy handbooks, unpublished findings from the NATA Women in Athletic Training Committee report, and current news media sources were used to gain a greater understanding of this social problem. To make the athletic trainer aware of this important social issue and to offer suggestions for the athletic training staff to aid in preventing problems of sexual harassment. This article provides definitions and examples of sexual harassment, discussion of policy development, and suggestions for ways to eliminate sexual harassment in the athletic training environment.

Sexual Harassment: A Concern for the Athletic Trainer

PubMed Central

Velasquez, Benito J.

1998-01-01

Objective: Sexual harassment is a vital social issue that affects the business community, educational institutions, and personnel in the U.S. military. Addressing sexual harassment in the athletic training clinical setting is an important issue for the athletic training professional. Athletic trainers need to understand the complex definitions of sexual harassment and how to identify and handle claims of sexual harassment in order to prevent sexual harassment from occurring and to prevent civil lawsuits of alleged sexual harassment. Background: Professional journals, legal textbooks, policy handbooks, unpublished findings from the NATA Women in Athletic Training Committee report, and current news media sources were used to gain a greater understanding of this social problem. Description: To make the athletic trainer aware of this important social issue and to offer suggestions for the athletic training staff to aid in preventing problems of sexual harassment. Clinical Advantages: This article provides definitions and examples of sexual harassment, discussion of policy development, and suggestions for ways to eliminate sexual harassment in the athletic training environment. PMID:16558507

Athletic Training Clinical Instructors as Situational Leaders

PubMed Central

Meyer, Linda Platt

2002-01-01

Objective: To present Situational Leadership as a model that can be implemented by clinical instructors during clinical education. Effective leadership occurs when the leadership style is matched with the observed followers' characteristics. Effective leaders anticipate and assess change and adapt quickly and grow with the change, all while leading followers to do the same. As athletic training students' levels of readiness change, clinical instructors also need to transform their leadership styles and strategies to match the students' ever-changing observed needs in different situations. Data Sources: CINAHL (1982–2002), MEDLINE (1990–2001), SPORT Discus (1949–2002), ERIC (1966–2002), and Internet Web sites were searched. Search terms included leadership, situational leadership, clinical instructors and leadership, teachers as leaders, and clinical education. Data Synthesis: Situational Leadership is presented as a leadership model to be used by clinical instructors while teaching and supervising athletic training students in the clinical setting. This model can be implemented to improve the clinical-education process. Situational leaders, eg, clinical instructors, must have the flexibility and range of skills to vary their leadership styles to match the challenges that occur while teaching athletic training students. Conclusions/Recommendations: This leadership style causes the leader to carry a substantial responsibility to lead while giving power away. Communication is one of the most important leadership skills to develop to become an effective leader. It is imperative for the future of the profession that certified athletic trainers continue to develop effective leadership skills to address the changing times in education and expectations of the athletic training profession. PMID:12937555

Effects of Sport-Specific Training during the Early Stages of Long-Term Athlete Development on Physical Fitness, Body Composition, Cognitive, and Academic Performances

PubMed Central

Granacher, Urs; Borde, Ron

2017-01-01

Introduction: Several sports demand an early start into long-term athlete development (LTAD) because peak performances are achieved at a relatively young age (e.g., gymnastics). However, the challenging combination of high training volumes and academic demands may impede youth athletes' cognitive and academic performances. Thus, the aims of this study were to examine the effects of a 1-year sport-specific training and/or physical education on physical fitness, body composition, cognitive and academic performances in youth athletes and their non-athletic peers. Methods: Overall, 45 prepubertal fourth graders from a German elite sport school were enrolled in this study. Participating children were either youth athletes from an elite sports class (n = 20, age 9.5 ± 0.5 years) or age-matched peers from a regular class (n = 25, age 9.6 ± 0.6 years). Over the 1-year intervention period, the elite sports class conducted physical education and sport-specific training (i.e., gymnastics, swimming, soccer, bicycle motocross [BMX]) during school time while the regular class attended physical education only. Of note, BMX is a specialized form of cycling that is performed on motocross tracks and affords high technical skills. Before and after intervention, tests were performed for the assessment of physical fitness (speed [20-m sprint], agility [star agility run], muscle power [standing long jump], flexibility [stand-and-reach], endurance [6-min-run], balance [single-leg stance]), body composition (e.g., muscle mass), cognitive (d2-test) and academic performance (reading [ELFE 1–6], writing [HSP 4–5], calculating [DEMAT 4]). In addition, grades in German, English, Mathematics, and physical education were documented. Results: At baseline, youth athletes showed better physical fitness performances (p < 0.05; d = 0.70–2.16), less relative body fat mass, more relative skeletal muscle mass (p < 0.01; d = 1.62–1.84), and similar cognitive and academic achievements compared to their non-athletic peers. Athletes' training volume amounted to 620 min/week over the 1-year period while their peers performed 155 min/week. After the intervention, significant differences were found in 6 out of 7 physical fitness tests (p < 0.05; d = 0.75–1.40) and in the physical education grades (p < 0.01; d = 2.36) in favor of the elite sports class. No significant between-group differences were found after the intervention in measures of body composition (p > 0.05; d = 0.66–0.67), cognition and academics (p > 0.05; d = 0.40–0.64). Our findings revealed no significant between-group differences in growth rate (deltas of pre-post-changes in body height and leg length). Discussion: Our results revealed that a school-based 1-year sport-specific training in combination with physical education improved physical fitness but did not negatively affect cognitive and academic performances of youth athletes compared to their non-athletic peers. It is concluded that sport-specific training in combination with physical education promotes youth athletes' physical fitness development during LTAD and does not impede their cognitive and academic development. PMID:29085304

Effects of Sport-Specific Training during the Early Stages of Long-Term Athlete Development on Physical Fitness, Body Composition, Cognitive, and Academic Performances.

PubMed

Granacher, Urs; Borde, Ron

2017-01-01

Introduction: Several sports demand an early start into long-term athlete development (LTAD) because peak performances are achieved at a relatively young age (e.g., gymnastics). However, the challenging combination of high training volumes and academic demands may impede youth athletes' cognitive and academic performances. Thus, the aims of this study were to examine the effects of a 1-year sport-specific training and/or physical education on physical fitness, body composition, cognitive and academic performances in youth athletes and their non-athletic peers. Methods: Overall, 45 prepubertal fourth graders from a German elite sport school were enrolled in this study. Participating children were either youth athletes from an elite sports class ( n = 20, age 9.5 ± 0.5 years) or age-matched peers from a regular class ( n = 25, age 9.6 ± 0.6 years). Over the 1-year intervention period, the elite sports class conducted physical education and sport-specific training (i.e., gymnastics, swimming, soccer, bicycle motocross [BMX]) during school time while the regular class attended physical education only. Of note, BMX is a specialized form of cycling that is performed on motocross tracks and affords high technical skills. Before and after intervention, tests were performed for the assessment of physical fitness (speed [20-m sprint], agility [star agility run], muscle power [standing long jump], flexibility [stand-and-reach], endurance [6-min-run], balance [single-leg stance]), body composition (e.g., muscle mass), cognitive (d2-test) and academic performance (reading [ELFE 1-6], writing [HSP 4-5], calculating [DEMAT 4]). In addition, grades in German, English, Mathematics, and physical education were documented. Results: At baseline, youth athletes showed better physical fitness performances ( p < 0.05; d = 0.70-2.16), less relative body fat mass, more relative skeletal muscle mass ( p < 0.01; d = 1.62-1.84), and similar cognitive and academic achievements compared to their non-athletic peers. Athletes' training volume amounted to 620 min/week over the 1-year period while their peers performed 155 min/week. After the intervention, significant differences were found in 6 out of 7 physical fitness tests ( p < 0.05; d = 0.75-1.40) and in the physical education grades ( p < 0.01; d = 2.36) in favor of the elite sports class. No significant between-group differences were found after the intervention in measures of body composition ( p > 0.05; d = 0.66-0.67), cognition and academics ( p > 0.05; d = 0.40-0.64). Our findings revealed no significant between-group differences in growth rate (deltas of pre-post-changes in body height and leg length). Discussion: Our results revealed that a school-based 1-year sport-specific training in combination with physical education improved physical fitness but did not negatively affect cognitive and academic performances of youth athletes compared to their non-athletic peers. It is concluded that sport-specific training in combination with physical education promotes youth athletes' physical fitness development during LTAD and does not impede their cognitive and academic development.

Delegation and Empowerment in CAATE Accredited Athletic Training Education Programs

ERIC Educational Resources Information Center

Hoch, Johanna; White, Kristi; Starkey, Chad; Krause, B. Andrew

2009-01-01

Context: The use of delegation can potentially alleviate some of the stress with administering an athletic training education program (ATEP) and allow program directors (PDs) to focus on other aspects of their academic role. Objectives: To determine the reasons PDs delegate and do not delegate tasks to other faculty of ATEPs accredited by the…

Clinical instructors' and athletic training students' perceptions of teachable moments in an athletic training clinical education setting.

PubMed

Rich, Valerie J

2009-01-01

For some time, educators have advised clinical instructors (CIs) to capture the elusive teachable moment in clinical education. However, a universal definition of a teachable moment does not exist. Without a clear understanding of this concept, CIs and athletic training students (ATSs) may have difficulty facilitating the teachable moment. To recognize and define a teachable moment as it relates to the athletic training clinical education setting and to identify potential barriers to creating the teachable moment. Mixed-methods design employing grounded theory and quantitative analysis. Collegiate sports medicine clinic affiliated with a Commission on Accreditation of Allied Health Education Programs-accredited athletic training education program. 11 CIs (6 men, 5 women) and 11 ATSs (3 men, 8 women). Participants completed a teachable moment questionnaire to define and identify teachable moments. Follow-up semistructured interviews were conducted after data collection. A qualitative analysis was conducted on responses using open, axial, and selective coding. Member checking was conducted to establish trustworthiness. Qualitative data were quantified to descriptively report the findings. Engaged clinical experiences were the overarching theme. Three major themes that defined a teachable moment emerged: (1) professional discourse about skills, techniques, research, and special cases; (2) authentic experience or actual hands-on experience; and (3) skill development or time for skill instruction, practice, role playing, and simulations. Participants reported 158 teachable moments (CIs = 75, ATSs = 83). Lack of time and other duties were examples of barriers hindering the teachable moment. The teachable moment occurs when a CI and an ATS actively participate and interact with each other to enhance learning and foster intellectual curiosity in the clinical education environment. An underlying barrier to the teachable moment is perceived to be the CI's day-to-day responsibilities.

How prepared are college freshmen athletes for the rigors of college strength and conditioning? A survey of college strength and conditioning coaches.

PubMed

Wade, Susan M; Pope, Zachary C; Simonson, Shawn R

2014-10-01

Training programs for high school athletes have changed over the last 20 years. High school physical education classes have transformed into sport-specific conditioning classes with intensities matching college or professional athlete programming. In addition, involvement in private, sport-specific, training increased; but despite these advanced training methods, are high school athletes prepared for collegiate sport competition? An anonymous survey was sent to 195 Division I strength and conditioning coaches (SCC) to discern incoming college freshman athletes' physical and psychological preparedness for the rigors of collegiate training and sport competition. Fifty-seven (29%) responses were received. Strength and conditioning coaches stated that incoming college freshman athletes lack lower extremity strength, overall flexibility, and core strength as well as proper Olympic lifting technique. Strength and conditioning coaches also stated that athletes lacked the mental toughness to endure collegiate sport training in addition to claiming incoming athletes lacked knowledge of correct nutrition and recovery principles. These results suggest a lack of collegiate training/sport preparedness of high school athletes. High school strength and conditioning specialist's goal is to produce better athletes and doing so requires the strength and conditioning coach/trainer to have knowledge of how to train high school athletes. One way to assure adequate knowledge of strength and conditioning training principles is for high school coaches/trainers to be certified in the field. Strength and conditioning certifications among high school strength and conditioning coaches/trainers would encourage developmentally appropriate training and would provide universities with athletes who are prepared for the rigors of collegiate sport training/competition.

Use of Evidence-Based Practice Among Athletic Training Educators, Clinicians, and Students, Part 1: Perceived Importance, Knowledge, and Confidence

PubMed Central

Hankemeier, Dorice A.; Walter, Jessica M.; McCarty, Cailee W.; Newton, Eric J.; Walker, Stacy E.; Pribesh, Shana L.; Jamali, Beth E.; Manspeaker, Sarah A.; Van Lunen, Bonnie L.

2013-01-01

Context: Although evidence-based practice (EBP) has become more prevalent, athletic trainers' perceptions of importance and knowledge of these concepts and their confidence in EBP are largely unknown. Objective: To assess perceived importance and knowledge of and confidence in EBP concepts in athletic trainers in various roles and with different degree levels. Design: Cross-sectional study. Setting: Online survey instrument. Patients or Other Participants: The survey was sent to 6702 athletic training educators, clinicians, and postprofessional students. A total of 1209 completed the survey, for a response rate of 18.04%. Main Outcome Measure(s): Demographic information and perceived importance and knowledge of and confidence in the steps of EBP were obtained. One-way analysis of variance, a Kruskal-Wallis test, and an independent-samples t test were used to determine differences in scores among the demographic variables. Results: Athletic trainers demonstrated low knowledge scores (64.2% ± 1.29%) and mild to moderate confidence (2.71 ± 0.55 out of 4.0). They valued EBP as moderately to extremely important (3.49 ± 0.41 out of 4.0). Perceived importance scores differed among roles (clinicians unaffiliated with an education program scored lower than postprofessional educators, P = .001) and highest educational degree attained (athletic trainers with terminal degrees scored higher than those with bachelor's or master's degrees, P < .001). Postprofessional athletic training students demonstrated the highest total EBP knowledge scores (4.65 ± 0.91), whereas clinicians demonstrated the lowest scores (3.62 ± 1.35). Individuals with terminal degrees had higher (P < .001) total knowledge scores (4.31 ± 1.24) than those with bachelor's (3.78 ± 1.2) or master's degrees (3.76 ± 1.35). Postprofessional educators demonstrated greater confidence in knowledge scores (3.36 ± 0.40 out of 4.0) than did those in all other athletic training roles (P < .001). Conclusions: Overall knowledge of the basic EBP steps remained low across the various athletic trainers' roles. The higher level of importance indicated that athletic trainers valued EBP, but this value was not reflected in the knowledge of EBP concepts. Individuals with a terminal degree possessed higher knowledge scores than those with other educational preparations; however, EBP knowledge needs to increase across all demographics of the profession. PMID:23675799

Survey Instrument Validity Part I: Principles of Survey Instrument Development and Validation in Athletic Training Education Research

ERIC Educational Resources Information Center

Burton, Laura J.; Mazerolle, Stephanie M.

2011-01-01

Context: Instrument validation is an important facet of survey research methods and athletic trainers must be aware of the important underlying principles. Objective: To discuss the process of survey development and validation, specifically the process of construct validation. Background: Athletic training researchers frequently employ the use of…

Issues in Selecting Methods of Evaluating Clinical Competence in the Health Professions: Implications for Athletic Training Education

ERIC Educational Resources Information Center

Middlemas, David A.; Hensal, Carleton

2009-01-01

Objectives: To examine methods used to evaluate the clinical competence and proficiency of students in medicine and allied health professions. To identify factors that would be valuable to educators in athletic training and other medical and allied health professions in the development and use of clinical assessment methods. Data Sources: We…

Perceived levels of frustration during clinical situations in athletic training students.

PubMed

Heinerichs, Scott; Curtis, Neil; Gardiner-Shires, Alison

2014-01-01

Athletic training students (ATSs) are involved in various situations during the clinical experience that may cause them to express levels of frustration. Understanding levels of frustration in ATSs is important because frustration can affect student learning, and the clinical experience is critical to their development as professionals. To explore perceived levels of frustration in ATSs during clinical situations and to determine if those perceptions differ based on sex. Cross-sectional study with a survey instrument. A total of 14 of 19 professional, undergraduate athletic training programs accredited by the Commission on Accreditation of Athletic Training Education in Pennsylvania. Of a possible 438 athletic training students, 318 (72.6%) completed the survey. The Athletic Training Student Frustration Inventory was developed and administered. The survey gathered demographic information and included 24 Likert-scale items centering on situations associated with the clinical experience. Descriptive statistics were computed on all items. The Mann-Whitney U was used to evaluate differences between male and female students. A higher level of frustration was perceived during the following clinical situations: lack of respect by student-athletes and coaching staffs, the demands of the clinical experience, inability of ATSs to perform or remember skills, and ATSs not having the opportunity to apply their skills daily. Higher levels of frustration were perceived in female than male ATSs in several areas. Understanding student frustration during clinical situations is important to better appreciate the clinical education experience. Low levels of this emotion are expected; however, when higher levels exist, learning can be affected. Whereas we cannot eliminate student frustrations, athletic training programs and preceptors need to be aware of this emotion in order to create an environment that is more conducive to learning.

Examining the Factors That Facilitate Athletic Training Faculty Socialization into Higher Education

ERIC Educational Resources Information Center

Mazerolle, Stephanie M.; Barrett, Jessica L.; Nottingham, Sara

2016-01-01

Context: Doctoral education is the mechanism whereby athletic trainers can develop an awareness of their future roles and responsibilities in higher education. Evidence suggests that doctoral education may provide an incomplete understanding of these roles and responsibilities, warranting further investigation. Objective: To gain a better…

An evaluation of an educational intervention in psychology of injury for athletic training students.

PubMed

Stiller-Ostrowski, Jennifer L; Gould, Daniel R; Covassin, Tracey

2009-01-01

"Psychosocial Intervention and Referral" is 1 of the 12 content areas in athletic training education programs, but knowledge gained and skill usage after an educational intervention in this area have never been evaluated. To evaluate the effectiveness of an educational intervention in increasing psychology-of-injury knowledge and skill usage in athletic training students (ATSs). Observational study. An accredited athletic training education program at a large Midwestern university. Participants included 26 ATSs divided into 2 groups: intervention group (4 men, 7 women; age = 21.4 +/- 0.67 years, grade point average = 3.37) and control group (7 men, 8 women; age = 21.5 +/- 3.8 years, grade point average = 3.27). All participants completed the Applied Sport Psychology for Athletic Trainers educational intervention. Psychology-of-injury knowledge tests and skill usage surveys were administered to all participants at the following intervals: baseline, intervention week 3, and intervention week 6. Retention tests were administered to intervention-group participants at 7 and 14 weeks after intervention. Analysis techniques included mixed-model analysis of variance (ANOVA) and repeated-measures ANOVA. The Applied Sport Psychology for Athletic Trainers educational intervention effectively increased psychology-of-injury knowledge (29-point increase from baseline to intervention week 6; F(2,23) = 29.358, P < .001, eta(p) (2) = 0.719) and skill usage (50-point increase from baseline to intervention week 6; F(2,23) = 5.999, P = .008, eta(p) (2) = 0.343) in undergraduate ATSs. These increases were maintained at the 7-week and 14-week retention testing (P < .001 for both). This first attempt at evaluating an educational intervention designed to improve ATSs' knowledge and skill usage revealed that the intervention was effective. Although both knowledge and skill usage scores decreased by the end of the retention period, the scores were still higher than baseline scores, indicating that the intervention was effective.

Integrating and Analyzing Psychosocial and Stage Theories to Challenge the Development of the Injured Collegiate Athlete

PubMed Central

2003-01-01

Objective: To integrate a psychosocial developmental theory and a psychological stage theory for challenging an injured collegiate student-athlete's personal development and to highlight future areas of research. Data Sources: I searched Education Abstracts, ERIC, Social Science Citation Index, and SPORT Discus for the years 1990–2001 using the key words student-athlete, injury, psychological reaction, Chickering, and psychosocial. Data Synthesis: Stage theories are theoretic models that outline basic reactions to a stressor, regardless of age, sex, or ethnicity. In textbooks addressing the injured athlete, the Kubler-Ross stages of bereavement constitute one of the most commonly presented stage theories addressing the psychological reaction to injury. Psychosocial theories, on the other hand, such as the Chickering and Reisser theory, are theoretic models developed in the educational literature that outline the personal development process (ie, vectors) through which adolescents and adults progress. For this review, the Kubler-Ross and Chickering and Reisser revised theories will be used to outline possible psychological reactions to injury throughout the development progression from vector 1, competence, through vector 7, integrity. Conclusions: The 1999 Athletic Training Clinical Proficiencies as outlined by the National Athletic Trainers' Association Education Council require clinical proficiencies in the area of psychosocial intervention and referral, yet psychosocial theory is rarely addressed in athletic training educational curricula or texts. Presenting a universal psychosocial developmental theory, such as the Chickering and Reisser 7 vectors, and integrating a common stage theory, such as the Kubler-Ross stages of bereavement, are beneficial in providing athletic training students and athletic trainers additional skills to recognize and mediate negative psychological reactions to injury and in illuminating new areas of research. PMID:16558677

Integrating and analyzing psychosocial and stage theories to challenge the development of the injured collegiate athlete.

PubMed

Harris, Laura L

2003-01-01

To integrate a psychosocial developmental theory and a psychological stage theory for challenging an injured collegiate student-athlete's personal development and to highlight future areas of research. I searched Education Abstracts, ERIC, Social Science Citation Index, and SPORT Discus for the years 1990-2001 using the key words student-athlete,injury,psychological reaction,Chickering, and psychosocial. Stage theories are theoretic models that outline basic reactions to a stressor, regardless of age, sex, or ethnicity. In textbooks addressing the injured athlete, the Kubler-Ross stages of bereavement constitute one of the most commonly presented stage theories addressing the psychological reaction to injury. Psychosocial theories, on the other hand, such as the Chickering and Reisser theory, are theoretic models developed in the educational literature that outline the personal development process (ie, vectors) through which adolescents and adults progress. For this review, the Kubler-Ross and Chickering and Reisser revised theories will be used to outline possible psychological reactions to injury throughout the development progression from vector 1, competence, through vector 7, integrity. The 1999 Athletic Training Clinical Proficiencies as outlined by the National Athletic Trainers' Association Education Council require clinical proficiencies in the area of psychosocial intervention and referral, yet psychosocial theory is rarely addressed in athletic training educational curricula or texts. Presenting a universal psychosocial developmental theory, such as the Chickering and Reisser 7 vectors, and integrating a common stage theory, such as the Kubler-Ross stages of bereavement, are beneficial in providing athletic training students and athletic trainers additional skills to recognize and mediate negative psychological reactions to injury and in illuminating new areas of research.

Exploring the Transition to Practice for the Newly Credentialed Athletic Trainer: A Programmatic View.

PubMed

Mazerolle, Stephanie M; Walker, Stacy E; Thrasher, Ashley Brooke

2015-10-01

Some newly credentialed athletic trainers (ATs) pursue a postprofessional degree with a curriculum that specifically advances their athletic training practice. It is unknown how those postprofessional programs assist in their transition to practice. To gain an understanding of initiatives used by postprofessional athletic training programs to facilitate role transition from student to professional during their graduate degree programs. Qualitative study. Semistructured telephone interviews. A total of 19 program directors (10 men, 9 women) from 13 Commission on Accreditation of Athletic Training Education-accredited and 6 unaccredited postprofessional athletic training programs. Telephone interviews were recorded digitally and transcribed verbatim. For data analysis, we used the principles of general inductive approach. Credibility was maintained using peer review, member checks, and researcher triangulation. Three facilitators of transition to practice emerged: orientation sessions, mentoring, and assistantship. Participants used orientation sessions ranging from a few hours to more than 1 week to provide and discuss program polices and expectations and to outline roles and responsibilities. Faculty, preceptors, and mentors were integrated into the orientation for the academic and clinical portions of the program. All participants described a mentoring process in which students were assigned by the program or informally developed. Mentors included the assigned preceptor, a staff AT, or peer students in the program. The clinical assistantship provided exposure to the daily aspects of being an AT. Barriers to transition to practice included previous educational experiences and time management. Participants reported that students with more diverse didactic and clinical education experiences had easier transitions. The ability to manage time also emerged as a challenge. Postprofessional athletic training programs used a formal orientation session as an initial means to help the newly credentialed AT transition into the role. Mentoring provided both more informal and ongoing support during the transition.

Underreporting of Concussions and Concussion-Like Symptoms in Female High School Athletes.

PubMed

McDonald, Tracy; Burghart, Mark A; Nazir, Niaman

2016-01-01

Underreporting of concussions and concussion-like symptoms in athletes continues to be a serious medical concern and research focus. Despite mounting worry, little evidence exists examining incidence of underreporting and documenting characteristics of head injury in female athletes participating in high school sports. This study examined the self-reporting behaviors of female high school athletes. Seventy-seven athletes participated, representing 14 high school sports. Nearly half of the athletes (31 participants) reported a suspected concussion, with 10 of the 31 athletes refraining from reporting symptoms to training staff after injury. Only 66% reported receiving concussion education. Concussion education appeared to have no relationship with diagnosed concussion rates in athletes, removing athletes from play, or follow-up medical care after injury. In conclusion, female high school athletes underreport signs and symptoms of concussions. Concussion education should occur at higher rates among female athletes to influence reporting behaviors.

Evaluation Models for Continuing Education Program Efficacy: How Does Athletic Training Continuing Education Measure up?

ERIC Educational Resources Information Center

Doherty-Restrepo, Jennifer L.; Hughes, Brian J.; Del Rossi, Gianluca; Pitney, William A.

2009-01-01

Objective: Although continuing education is required for athletic trainers (AT) to maintain their Board of Certification credential, little is known regarding its efficacy for advancing knowledge and improving patient care. Continuing professional education (CPE) is designed to provide professionals with important practical learning opportunities.…

A Survey of Athletic Training Employers' Hiring Criteria

PubMed Central

Andrews, Lanna

2001-01-01

Objective: To identify athletic training employers' hiring criteria and to determine if the importance of individual hiring criteria vary by setting. Design and Setting: The Athletic Training Employer Needs Assessment Survey was mailed to athletic training employers advertising in the National Athletic Trainers' Association (NATA) placement vacancy notice between October 1996 and October 1998. Subjects: A total of 111 athletic training employers in NATA Districts 7, 8, and 10 were surveyed. Measurements: Employers rated the importance of hiring criteria on a 7-point Likert scale. Means and standard deviations were calculated for each criterion and compared these values to ascertain the importance of individual criteria. A principal component analysis was done to determine the underlying factors. Results: Hiring characteristics can be divided into 4 factors that include highly related criteria: (1) personal characteristics, (2) educational experience, (3) professional experience, and (4) work-related attributes. In addition, the hiring characteristics desired by employers varied among athletic training settings. Conclusions: When interviewing and presenting themselves for entry-level positions, athletic trainers should pay particular attention to the attributes within the 4 hiring criteria factors. Also, the desired hiring criteria of athletic training employers differed by setting. Applicants need to pay particular attention to these hiring criteria differences when constructing résumés, cover letters, and professional correspondence and when interviewing with prospective employers. PMID:12937484

Antecedents of ethical decision-making: intercollegiate sporting environments as clinical education and practice settings.

PubMed

Caswell, Shane V; Ambegaonkar, Jatin P; Caswell, Amanda M; Gould, Trenton E

2009-01-01

Unique among allied health care professions, athletic training is predominately practiced amid competitive intercollegiate sports. Competitive sporting environments have been suggested to adversely impact morality, ethical decision-making (EDM), and behavior. The purposes of this study were to (1) investigate the effect of institutional National Collegiate Athletic Association (NCAA) participation level on preferred ethical ideologies and EDM, (2) determine the relationship between professional status (athletic training student [ATS] or certified athletic trainer [ATC]) and ethical ideology preferences and EDM, and (3) examine whether preferred ethical ideology is related to differences in EDM. A nationally representative sample of 610 ATSs and ATCs from 30 athletic training education programs, stratified by NCAA division level, participated in the study. All participants completed a demographic survey, the Ethics Position Questionnaire, and the Dilemmas in Athletic Training Questionnaire. No significant relationships were noted between NCAA participation level and respondents' ethical ideology preferences. However, ATSs and ATCs demonstrated significant preferences for specific ethical ideologies, with students adopting the subjectivist ideology more than expected and the exceptionist ideology less than expected and ATCs adopting the exceptionist ideology more than expected and the situationist ideology less than expected. In contrast to some previous research, our results suggest that competitive sporting environments do not affect ATSs' and ATCs' ethical ideology and EDM abilities at the collegiate level. These findings serve as a baseline for future research examining the ethical ideologies and ethical decision-making levels of athletic training practitioners and other allied health professionals across clinical settings.

Brain-Compatible Learning: Principles and Applications in Athletic Training

PubMed Central

2003-01-01

Objective: To discuss the principles of brain-compatible learning research and provide insights into how this research may be applied in athletic training education to benefit the profession. Background: In the past decade, new brain-imaging techniques have allowed us to observe the brain while it is learning. The field of neuroscience has produced a body of empirical data that provides a new understanding of how we learn. This body of data has implications in education, although the direct study of these implications is in its infancy. Description: An overview of how the brain learns at a cellular level is provided, followed by a discussion of the principles of brain-compatible learning. Applications of these principles and implications for the field of athletic training education are also offered. Application: Many educational-reform fads have garnered attention in the past. Brain-compatible learning will not likely be one of those, as its origin is in neuroscience, not education. Brain-compatible learning is not an educational-reform movement. It does not prescribe how to run your classroom or offer specific techniques to use. Rather, it provides empirical data about how the brain learns and suggests guidelines to be considered while preparing lessons for your students. These guidelines may be incorporated into every educational setting, with every type of curriculum and every age group. The field of athletic training lends itself well to many of the basic principles of brain-compatible learning. PMID:16558681

Formal and Informal Continuing Education Activities and Athletic Training Professional Practice

PubMed Central

Armstrong, Kirk J.; Weidner, Thomas G.

2010-01-01

Abstract Context: Continuing education (CE) is intended to promote professional growth and, ultimately, to enhance professional practice. Objective: To determine certified athletic trainers' participation in formal (ie, approved for CE credit) and informal (ie, not approved for CE credit) CE activities and the perceived effect these activities have on professional practice with regard to improving knowledge, clinical skills and abilities, attitudes toward patient care, and patient care itself. Design: Cross-sectional study. Setting: Athletic training practice settings. Patients or Other Participants: Of a geographic, stratified random sample of 1000 athletic trainers, 427 (42.7%) completed the survey. Main Outcome Measure(s): The Survey of Formal and Informal Athletic Training Continuing Education Activities was developed and administered electronically. The survey consisted of demographic characteristics and Likert-scale items regarding CE participation and perceived effect of CE on professional practice. Internal consistency of survey items was determined using the Cronbach α (α  =  0.945). Descriptive statistics were computed for all items. An analysis of variance and dependent t tests were calculated to determine differences among respondents' demographic characteristics and their participation in, and perceived effect of, CE activities. The α level was set at .05. Results: Respondents completed more informal CE activities than formal CE activities. Participation in informal CE activities included reading athletic training journals (75.4%), whereas formal CE activities included attending a Board of Certification–approved workshop, seminar, or professional conference not conducted by the National Athletic Trainers' Association or affiliates or committees (75.6%). Informal CE activities were perceived to improve clinical skills or abilities and attitudes toward patient care. Formal CE activities were perceived to enhance knowledge. Conclusions: More respondents completed informal CE activities than formal CE activities. Both formal and informal CE activities were perceived to enhance athletic training professional practice. Informal CE activities should be explored and considered for CE credit. PMID:20446842

Future Directions of Evidence-Based Practice in Athletic Training: Perceived Strategies to Enhance the Use of Evidence-Based Practice

PubMed Central

Welch, Cailee E.; Hankemeier, Dorice A.; Wyant, Aimee L.; Hays, Danica G.; Pitney, William A.; Van Lunen, Bonnie L.

2014-01-01

Context: The shift to a culture of evidence-based practice (EBP) in athletic training is a necessary step in both the optimization of patient care and the advancement of athletic trainers (ATs) as health care professionals. Whereas individuals have gained knowledge in this area, most ATs still are not practicing in an evidence-based manner. Exploring perceived strategies to enhance the use of EBP will help to determine the best approaches to assist ATs in applying EBP concepts to practice to improve patient care. Objective: To explore beneficial strategies and techniques ATs perceived would promote successful implementation of EBP within athletic training education and clinical practice. Design: Qualitative study. Setting: Individual telephone interviews. Patients or Other Participants: Twenty-five ATs (12 educators, 13 clinicians; athletic training experience = 16.00 ± 9.41 years) were interviewed. Data Collection and Analysis: One phone interview was conducted with each participant. After the interview was transcribed, the data were analyzed and coded into common themes and categories. Triangulation of the data occurred via the use of multiple researchers and member checking to confirm the accuracy of the data. Results: Participants identified several components they perceived as essential for enhancing the use of EBP within the athletic training profession. These components included the need for more EBP resources, more processed information, focused workshops, peer discussion and mentorship, and continual repetition and exposure. Participants also indicated that ATs need to accept their professional responsibilities to foster EBP in their daily practices. Conclusions: The proper shift to a culture of EBP in athletic training will take both time and a persistent commitment by ATs to create strategies that will enhance the implementation of EBP across the profession. Researchers should focus on continuing to identify effective educational interventions for ATs and to determine successful strategies to implement EBP into didactic curricula and clinical practice. Additional focus should be given to which strategies most effectively produce changes in clinical practice. PMID:24568230

Feedback in Clinical Education, Part II: Approved Clinical Instructor and Student Perceptions of and Influences on Feedback

PubMed Central

Nottingham, Sara; Henning, Jolene

2014-01-01

Context: Approved Clinical Instructors (ACIs; now known as preceptors) are expected to provide feedback to athletic training students (ATSs) during clinical education experiences. Researchers in other fields have found that clinical instructors and students often have different perceptions of actual and ideal feedback and that several factors may influence the feedback exchanges between instructors and students. However, understanding of these issues in athletic training education is minimal. Objective: To investigate the current characteristics and perceptions of and the influences on feedback exchanges between ATSs and ACIs. Design: Qualitative study. Setting: One entry-level master's degree program accredited by the Commission on Accreditation of Athletic Training Education. Patients or Other Participants: Four ACIs and 4 second-year ATSs. Data Collection and Analysis: Individual, semistructured interviews were conducted with participants and integrated with field notes and observations for analysis. We used the constant comparative approach to inductively analyze data and develop codes and categories. Member checking, triangulation, and peer debriefing were used to promote trustworthiness of the study. Results: Participants described that feedback plays an important role in clinical education and has several purposes related to improving performance. The ACIs and ATSs also discussed several preferred characteristics of feedback. Participants identified 4 main influences on their feedback exchanges, including the ACI, the ATS, personalities, and the learning environment. Conclusions: The ACIs and ATSs had similar perceptions of ideal feedback in addition to the actual feedback that was provided during their clinical education experiences. Most of the preferences for feedback were aligned with recommendations in the literature, suggesting that existing research findings are applicable to athletic training clinical education. Several factors influenced the feedback exchanges between ACIs and ATSs, which clinical education coordinators should consider when selecting clinical sites and training ACIs. PMID:24151809

Feedback in clinical education, part II: Approved clinical instructor and student perceptions of and influences on feedback.

PubMed

Nottingham, Sara; Henning, Jolene

2014-01-01

Approved Clinical Instructors (ACIs; now known as preceptors) are expected to provide feedback to athletic training students (ATSs) during clinical education experiences. Researchers in other fields have found that clinical instructors and students often have different perceptions of actual and ideal feedback and that several factors may influence the feedback exchanges between instructors and students. However, understanding of these issues in athletic training education is minimal. To investigate the current characteristics and perceptions of and the influences on feedback exchanges between ATSs and ACIs. Qualitative study. One entry-level master's degree program accredited by the Commission on Accreditation of Athletic Training Education. Four ACIs and 4 second-year ATSs. Individual, semistructured interviews were conducted with participants and integrated with field notes and observations for analysis. We used the constant comparative approach to inductively analyze data and develop codes and categories. Member checking, triangulation, and peer debriefing were used to promote trustworthiness of the study. Participants described that feedback plays an important role in clinical education and has several purposes related to improving performance. The ACIs and ATSs also discussed several preferred characteristics of feedback. Participants identified 4 main influences on their feedback exchanges, including the ACI, the ATS, personalities, and the learning environment. The ACIs and ATSs had similar perceptions of ideal feedback in addition to the actual feedback that was provided during their clinical education experiences. Most of the preferences for feedback were aligned with recommendations in the literature, suggesting that existing research findings are applicable to athletic training clinical education. Several factors influenced the feedback exchanges between ACIs and ATSs, which clinical education coordinators should consider when selecting clinical sites and training ACIs.

Student Athletes Work toward a Drug-Free School.

ERIC Educational Resources Information Center

Oberman, Jerome P.

1989-01-01

Describes the Student Athlete Leadership Program (SALP), part of the Long Beach (New York) City School District's comprehensive drug education program. SALP trains high-profile high school athletes to conduct drug and alcohol prevention activities in the elementary schools. (FMW)

Designing Simulations for Athletic Training Students through Interprofessional Teaching Collaboration

ERIC Educational Resources Information Center

Tivener, Kristin Ann; Gloe, Donna Sue

2015-01-01

Context: While multidisciplinary team approaches to education and practice have been promoted for decades, literature on collaborative efforts in athletic training and nursing remains sparse. Objective: The goal of this article is to provide an example of an interprofessional teaching collaboration in which a simulation scenario was developed…

Perceived Cultural Competence Levels in Undergraduate Athletic Training Students

ERIC Educational Resources Information Center

Volberding, Jennifer L.

2013-01-01

Context: As the patient population continues to diversify, it is essential that athletic training students (ATSs) are educated to provide culturally competent care. This high-quality health care within the context of a patient's race, ethnicity, language, religious beliefs, or behaviors is a foundation of professional practice. Objective:…

Where Should Athletic Training Programs Be Housed?

ERIC Educational Resources Information Center

Eaves, Ted

2010-01-01

Context: Where a professional athletic training education program (ATEP) should be housed within a college/university has been a topic of discussion for many years. While individual institutions have unique preferences and priorities that suit its specific situation, it is essential that the field as a whole develops a consistent and cohesive…

Perceived Levels of Frustration During Clinical Situations in Athletic Training Students

PubMed Central

Heinerichs, Scott; Curtis, Neil; Gardiner-Shires, Alison

2014-01-01

Context: Athletic training students (ATSs) are involved in various situations during the clinical experience that may cause them to express levels of frustration. Understanding levels of frustration in ATSs is important because frustration can affect student learning, and the clinical experience is critical to their development as professionals. Objective:  To explore perceived levels of frustration in ATSs during clinical situations and to determine if those perceptions differ based on sex. Design:  Cross-sectional study with a survey instrument. Setting:  A total of 14 of 19 professional, undergraduate athletic training programs accredited by the Commission on Accreditation of Athletic Training Education in Pennsylvania. Patients or Other Participants:  Of a possible 438 athletic training students, 318 (72.6%) completed the survey. Main Outcomes Measure(s):  The Athletic Training Student Frustration Inventory was developed and administered. The survey gathered demographic information and included 24 Likert-scale items centering on situations associated with the clinical experience. Descriptive statistics were computed on all items. The Mann-Whitney U was used to evaluate differences between male and female students. Results:  A higher level of frustration was perceived during the following clinical situations: lack of respect by student-athletes and coaching staffs, the demands of the clinical experience, inability of ATSs to perform or remember skills, and ATSs not having the opportunity to apply their skills daily. Higher levels of frustration were perceived in female than male ATSs in several areas. Conclusions:  Understanding student frustration during clinical situations is important to better appreciate the clinical education experience. Low levels of this emotion are expected; however, when higher levels exist, learning can be affected. Whereas we cannot eliminate student frustrations, athletic training programs and preceptors need to be aware of this emotion in order to create an environment that is more conducive to learning. PMID:24143904

Qualitative evidence of a primary intervention point for elite athlete doping.

PubMed

Mazanov, Jason; Huybers, Twan; Connor, James

2011-03-01

Anti-doping activities in sport have shifted from secondary prevention (intervening after athletes have used) to educational strategies focused on primary prevention through promoting abstinence. There is no empirical evidence to guide targeting of anti-doping education initiatives. In this paper, a heuristic to guide education initiatives was derived by re-analysing a series of interviews (n=20) with athletes, coaches, sports managers, physiotherapists and sports nutritionists. The findings indicate primary prevention of doping may be enhanced by timing it around periods of career instability where athlete vulnerability to doping may increase as a function of winning or losing sponsorship. Sponsorship is broadly defined as financial (e.g. salary stipend) and non-financial support (e.g. training facilities). This provides a basis for targeting education interventions to promote abstinence. Two options are offered to mitigate the need to time prevention activity around career instability by lessening the effect of sponsorship on athlete doping. The first is liberalising access to legitimate performance enhancing technologies (e.g. training techniques or nutritional supplements). The second is to delay access to financial sponsorship (beyond living expenses) until retirement, with monetary gains (e.g. prize money) deposited into an account where penalties are debited if the athlete is caught doping. Copyright © 2010 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

Exploring the Transition to Practice for the Newly Credentialed Athletic Trainer: A Programmatic View

PubMed Central

Mazerolle, Stephanie M.; Walker, Stacy E.; Thrasher, Ashley Brooke

2015-01-01

Context  Some newly credentialed athletic trainers (ATs) pursue a postprofessional degree with a curriculum that specifically advances their athletic training practice. It is unknown how those postprofessional programs assist in their transition to practice. Objective  To gain an understanding of initiatives used by postprofessional athletic training programs to facilitate role transition from student to professional during their graduate degree programs. Design  Qualitative study. Setting  Semistructured telephone interviews. Patients or Other Participants  A total of 19 program directors (10 men, 9 women) from 13 Commission on Accreditation of Athletic Training Education-accredited and 6 unaccredited postprofessional athletic training programs. Data Collection and Analysis  Telephone interviews were recorded digitally and transcribed verbatim. For data analysis, we used the principles of general inductive approach. Credibility was maintained using peer review, member checks, and researcher triangulation. Results  Three facilitators of transition to practice emerged: orientation sessions, mentoring, and assistantship. Participants used orientation sessions ranging from a few hours to more than 1 week to provide and discuss program polices and expectations and to outline roles and responsibilities. Faculty, preceptors, and mentors were integrated into the orientation for the academic and clinical portions of the program. All participants described a mentoring process in which students were assigned by the program or informally developed. Mentors included the assigned preceptor, a staff AT, or peer students in the program. The clinical assistantship provided exposure to the daily aspects of being an AT. Barriers to transition to practice included previous educational experiences and time management. Participants reported that students with more diverse didactic and clinical education experiences had easier transitions. The ability to manage time also emerged as a challenge. Conclusions  Postprofessional athletic training programs used a formal orientation session as an initial means to help the newly credentialed AT transition into the role. Mentoring provided both more informal and ongoing support during the transition. PMID:26332029

Pedagogical Tools to Address Clinical Anatomy and Athletic Training Student Learning Styles

ERIC Educational Resources Information Center

Mazerolle, Stephanie; Yeargin, Susan

2010-01-01

Context: A thorough knowledge of anatomy is needed in four of the six domains of athletic training: prevention, injury/condition recognition, immediate care, and treatment/rehabilitation. Students with a solid foundation can achieve competency in these specific domains. Objective: To provide educators with pedagogical tools to promote a deeper…

Beyond the Basics of Clinical Outcomes Assessment: Selecting Appropriate Patient-Rated Outcomes Instruments for Patient Care

ERIC Educational Resources Information Center

Valier, Alison R.; Lam, Kenneth C.

2015-01-01

The fifth edition of the "Athletic Training Education Competencies" emphasizes the concepts of clinical outcomes assessment. In athletic training, clinical outcomes assessment, especially as it relates to patient-rated outcomes (PRO) instruments, is new, which produces uncertainty with regard to how to integrate PROs into athletic…

Athletic Training Students' Perceptions of Mentorship in Clinical Education

ERIC Educational Resources Information Center

Mazerolle, Stephanie M.; Eason, Christianne M.; Nottingham, Sara; Barrett, Jessica L.

2016-01-01

Context: Mentorship is a developmental process whereby a novice individual, as he/she becomes inducted into his/her area of expertise, is guided by a more experienced person. Speculation exists that years of experience can impact this relationship. Objective: To determine the impact mentoring can have on athletic training student development and…

Clinical Instructor Characteristics, Behaviors and Skills in Allied Health Care Settings: A Literature Review

ERIC Educational Resources Information Center

Levy, Linda S.; Sexton, Patrick; Willeford, K. Sean; Barnum, Mary G.; Guyer, M. Susan; Gardner, Greg; Fincher, A. Louise

2009-01-01

The purpose of this literature review is to compare both clinical instructor and student perceptions of helpful and hindering clinical instructor characteristics, behaviors and skills in athletic training and allied health care settings. Clinical education in athletic training is similar to that of other allied health care professions. Clinical…

Use of Advanced Bleeding Control Mechanisms in Athletic Training: A Shift in the Thought Process of Prehospital Care. Part 1: Tourniquets

ERIC Educational Resources Information Center

Berry, David C.; Seitz, S. Robert; Payne, Ellen K.

2014-01-01

The purpose of this column is to provide athletic training educators (ATE) with evidence regarding the use of tourniquets in the prehospital setting as well as to be a resource on how to teach the management of external hemorrhage using tourniquets.

The Impact of Clinical Experiences from Athletic Training Student and Preceptor Perspectives

ERIC Educational Resources Information Center

Benes, Sarah S.; Mazerolle, Stephanie M.; Bowman, Thomas G.

2014-01-01

Context: Clinical education is an integral part of athletic training programs. This is where students should develop their professional identities and become socialized into the profession. Understanding the student and preceptor perspectives of the impact that clinical experiences have on students can provide valuable insight into this aspect of…

Leadership behaviors of athletic training leaders compared with leaders in other fields.

PubMed

Laurent, Timothy G; Bradney, Debbie A

2007-01-01

Athletic trainers are in positions of leadership. To determine self-reported leadership practices of head athletic trainers (HATCs) and program directors (PDs). Cross-sectional study. Respondents' academic institutions. A total of 238 athletic training leaders completed the Leadership Practices Inventory. Of these, 50.4% (n = 120) were HATCs and 49.6% (n = 118) were PDs; 69.3% (n = 165) were men and 30.7% (n = 73) were women; almost all respondents (97.1%, n = 231) were white. Respondents typically reported having 11 to 15 years of experience as an athletic trainer (n = 57, 23.9%) and being between the ages of 30 and 39 years (n = 109, 45.8%). Categories of leadership behaviors (ie, Model, Inspire, Challenge, Encourage, and Enable) were scored from 1 (almost never) to 10 (almost always). Item scores were summed to compute mean category scores. We analyzed demographic information; used t ratios to compare the data from athletic training leaders (PDs and HATCs) with normative data; compared sex, age, position, ethnicity, and years of experience with leadership practices; and computed mean scores. Athletic training leaders reported using leadership behaviors similar to those of other leaders. The PDs reported using inspiring, challenging, enabling, and encouraging leadership behaviors more often than did the HATCs. No differences were found by ethnicity, age, years of experience, or leadership practices. Athletic training leaders are transformational leaders. Athletic training education program accreditation requirements likely account for the difference in leadership practices between PDs and HATCs.

Student-Retention and Career-Placement Rates Between Bachelor's and Master's Degree Professional Athletic Training Programs.

PubMed

Bowman, Thomas G; Mazerolle, Stephanie M; Pitney, William A; Dodge, Thomas M; Hertel, Jay

2015-09-01

The debate over what the entry-level degree should be for athletic training has heightened. A comparison of retention and career-placement rates between bachelor's and master's degree professional athletic training programs may inform the debate. To compare the retention rates and career-placement rates of students in bachelor's and master's degree professional programs. Cross-sectional study. Web-based survey. A total of 192 program directors (PDs) from bachelor's degree (n = 177) and master's degree (n = 15) professional programs. The PDs completed a Web-based survey. We instructed the PDs to provide a retention rate and career-placement rate for the students in the programs they lead for each of the past 5 years. We also asked the PDs if they thought retention of students was a problem currently facing athletic training education. We used independent t tests to compare the responses between bachelor's and master's degree professional programs. We found a higher retention rate for professional master's degree students (88.70% ± 9.02%, 95% confidence interval [CI] = 83.71, 93.69) than bachelor's degree students (80.98% ± 17.86%, 95% CI = 78.30, 83.66) (t25 = -2.86, P = .008, d = 0.55). Similarly, PDs from professional master's degree programs reported higher career-placement percentages (88.50% ± 10.68%, 95% CI = 82.33, 94.67) than bachelor's degree professional PDs (71.32% ± 18.47%, 95% CI = 68.54, 74.10) (t20 = -5.40, P < .001, d = 1.14). Finally, we observed no difference between groups regarding whether retention is a problem facing athletic training (χ(2)1 = 0.720, P = .40, Φ = .061). Professional master's degree education appears to facilitate higher retention rates and greater career-placement rates in athletic training than bachelor's degree education. Professional socialization, program selectivity, and student commitment and motivation levels may help to explain the differences noted.

A Grounded Theory Study of the Mentoring Process Involved With Undergraduate Athletic Training Students

PubMed Central

Pitney, William A; Ehlers, Greg G

2004-01-01

Objective: To gain insight regarding the mentoring processes involving students enrolled in athletic training education programs and to create a mentoring model. Design and Setting: We conducted a grounded theory study with students and mentors currently affiliated with 1 of 2 of the athletic training education programs accredited by the Commission on Accreditation of Allied Health Education Programs. Participants: Sixteen interviews were conducted, 13 with athletic training students and 3 with individuals identified as mentors. The students ranged in age from 20 to 24 years, with an average of 21.6 years. The mentors ranged from 24 to 38 years of age, with an average of 33.3 years. Participants were purposefully selected based on theoretic sampling and availability. Data Analysis: The transcribed interviews were analyzed using open-, axial-, and selective-coding procedures. Member checks, peer debriefings, and triangulation were used to ensure trustworthiness. Results: Students who acknowledged having a mentor overwhelmingly identified their clinical instructor in this role. The open-coding procedures produced 3 categories: (1) mentoring prerequisites, (2) interpersonal foundations, and (3) educational dimensions. Mentoring prerequisites included accessibility, approachability, and protégé initiative. Interpersonal foundations involved the mentor and protégé having congruent values, trust, and a personal relationship. The educational dimensions category involved the mentor facilitating knowledge and skill development, encouraging professional perspectives, and individualizing learning. Although a student-certified athletic trainer relationship can be grounded in either interpersonal or educational aspects, the data support the occurrence of an authentic mentoring relationship when the dimensions coalesced. Conclusions: Potential mentors must not only be accessible but also approachable by a prospective protégé. Mentoring takes initiative on behalf of a student and the mentor. A mentoring relationship is complex and involves the coalescence of both interpersonal and educational aspects of an affiliation. As a professional-socialization tactic, mentoring offers students a way to anticipate the future professional role in a very personal and meaningful way. PMID:15592607

Perceptions of Quality for Graduate Athletic Training Education

PubMed Central

Seegmiller, Jeff G

2006-01-01

Context: Accreditation is generally considered the primary mechanism for quality assurance in higher education, but disagreement often exists between accrediting agencies and the perceptions of professionals who feel the accrediting body has failed to meet its quality control function. For accreditation to have value, it must be a meaningful indicator of quality and be viewed as such. Objective: To identify the predominant contributors to quality for postcertification graduate education as perceived by athletic training educators and to compare results among respondents with different education levels, academic ranks, tenure classifications, and program affiliations. Design: Non-experimental descriptive survey. Setting: 2003 National Athletic Trainers' Association Educators' Conference. Patients or Other Participant(s): Of a convenience sample of 353 athletic training educators, 194 (55%) submitted usable questionnaires. Males accounted for 115 (59%) respondents and females for 79 (41%). Of the 14 National Athletic Trainers' Association-accredited postcertification graduate education programs, 12 were represented. Main Outcome Measure(s): Quantitative data for closed-ended questionnaire items were analyzed using descriptive statistics and measures of central tendency, with composite mean scores for each item used for comparisons. Qualitative data were coded according to major themes and analyzed. Results: Support for accreditation at the postcertification graduate education level was moderate (mean = 3.08 ± 0.811 on a 4-point scale). Subjects with doctoral degrees (n = 88) indicated that research contributed significantly more to quality (mean = 3.38 ± 0.636) than did those with master's degrees (n = 106, mean = 2.97 ± 0.786). Respondents with master's degrees stated that clinical education was a greater contributor to quality (mean = 3.76 ± 0.491) than did those with doctoral degrees (3.44 ± 0.663). Conclusions: The educators showed agreement for most quality indicators. The greatest contributors to program quality were program curriculum; adequate faculty, staff, and administrative support; evaluation; clinical education; and research. PMID:17273467

A Phenomenological Analysis of Division III Student-Athletes' Transition out of College

ERIC Educational Resources Information Center

Covington, Sim Jonathan, Jr.

2017-01-01

Intercollegiate athletics is a major segment of numerous college and university communities across America today. Student-athletes participate in strenuous training and competition throughout their college years while managing to balance the rigorous academic curriculum of the higher education environment. This research aims to explore the…

Educational History, Employment Characteristics, and Desired Competencies of Doctoral-Educated Athletic Trainers

PubMed Central

West, Thomas F.; Buckley, W. E.; Denegar, Craig R.

2001-01-01

Objective: The study had 3 objectives: (1) to assess the educational history of doctoral-educated certified athletic trainers (ATCs) who work at academic institutions, (2) to determine the current employment characteristics of doctoral-educated ATCs who work at academic institutions, and (3) to identify which competencies doctoral-educated ATCs feel are important for new doctoral graduates to possess upon graduation. Design and Setting: Multiple sources were used to identify doctoral-educated ATCs who work at academic institutions. These individuals were surveyed to assess their educational histories, current employment characteristics, and opinions on desired competencies for new doctoral graduates. Data were analyzed using descriptive and inferential statistics. Subjects: Surveys were sent to 130 individuals, and the response rate was 89.2% (n = 116). Measurements: Subjects answered questions regarding their educational history and employment characteristics. A 5-point Likert scale was used to assess the importance of 22 competencies for new doctoral graduates to possess upon graduation. Comparisons were made between program directors and non–program directors, respondents employed at doctoral-granting institutions and non–doctoral-granting institutions, and doctoral student advisors and non-advisors. Results: Subjects reported several different educational backgrounds, job titles, and job responsibilities. Significant differences in job responsibilities and assessment of desired competencies were found between program directors and non–program directors, employees of doctoral-granting institutions and non–doctoral-granting institutions, and doctoral student advisors and non-advisors. Conclusions: As new doctoral programs are established in athletic training, students should receive training as classroom instructors and program administrators, in addition to learning the skills necessary to perform independent research in athletic training. PMID:12937515

Athletic Training Students' and Preceptors' Perceptions of Active Learning Time and Bug-in-Ear Technology during Clinical Education Experiences

ERIC Educational Resources Information Center

Nottingham, Sara L.; Kasamatsu, Tricia M.; Montgomery, Melissa M.

2017-01-01

Context: Engaging clinical experiences that allow extensive active learning and patient care interactions are important for the professional development of athletic training students. Understanding students' use of clinical time is important when attempting to improve these experiences. Objective: To gain participants' perspectives on active…

A Teaching Simulation Is Effective in Improving Athletic Training Students' Football Helmet Facemask Removal Clinical Skills and Confidence

ERIC Educational Resources Information Center

Popp, Jennifer K.; Walker, Stacy E.

2017-01-01

Context: Patient encounters related to acute care skills rarely occur in clinical education, leaving a potential gap in students' skills and confidence. Objective: Investigate the effects of an acute care simulation requiring football helmet facemask removal on clinical skill application and confidence in athletic training students. Design:…

Perceptions from Athletic Training Students Involved in an Intentional Peer-Assisted Learning Pedagogy

ERIC Educational Resources Information Center

Bates, Dana K.

2016-01-01

Context: Peer-assisted learning (PAL) has been shown to benefit students across educational levels. Current research has investigated perceptions of PAL, postgraduate impact, as well as prevalence. This study investigated athletic training students' perceptions of an intentional PAL pedagogy on both the peer-student and peer-tutor. In this study,…

Clinical Integration and How It Affects Student Retention in Undergraduate Athletic Training Programs

PubMed Central

Young, Allison; Klossner, Joanne; Docherty, Carrie L; Dodge, Thomas M; Mensch, James M

2013-01-01

Context A better understanding of why students leave an undergraduate athletic training education program (ATEP), as well as why they persist, is critical in determining the future membership of our profession. Objective To better understand how clinical experiences affect student retention in undergraduate ATEPs. Design Survey-based research using a quantitative and qualitative mixed-methods approach. Setting Three-year undergraduate ATEPs across District 4 of the National Athletic Trainers' Association. Patients or Other Participants Seventy-one persistent students and 23 students who left the ATEP prematurely. Data Collection and Analysis Data were collected using a modified version of the Athletic Training Education Program Student Retention Questionnaire. Multivariate analysis of variance was performed on the quantitative data, followed by a univariate analysis of variance on any significant findings. The qualitative data were analyzed through inductive content analysis. Results A difference was identified between the persister and dropout groups (Pillai trace = 0.42, F1,92 = 12.95, P = .01). The follow-up analysis of variance revealed that the persister and dropout groups differed on the anticipatory factors (F1,92 = 4.29, P = .04), clinical integration (F1,92 = 6.99, P = .01), and motivation (F1,92 = 43.12, P = .01) scales. Several themes emerged in the qualitative data, including networks of support, authentic experiential learning, role identity, time commitment, and major or career change. Conclusions A perceived difference exists in how athletic training students are integrated into their clinical experiences between those students who leave an ATEP and those who stay. Educators may improve retention by emphasizing authentic experiential learning opportunities rather than hours worked, by allowing students to take on more responsibility, and by facilitating networks of support within clinical education experiences. PMID:23672327

Clinical integration and how it affects student retention in undergraduate athletic training programs.

PubMed

Young, Allison; Klossner, Joanne; Docherty, Carrie L; Dodge, Thomas M; Mensch, James M

2013-01-01

A better understanding of why students leave an undergraduate athletic training education program (ATEP), as well as why they persist, is critical in determining the future membership of our profession. To better understand how clinical experiences affect student retention in undergraduate ATEPs. Survey-based research using a quantitative and qualitative mixed-methods approach. Three-year undergraduate ATEPs across District 4 of the National Athletic Trainers' Association. Seventy-one persistent students and 23 students who left the ATEP prematurely. Data were collected using a modified version of the Athletic Training Education Program Student Retention Questionnaire. Multivariate analysis of variance was performed on the quantitative data, followed by a univariate analysis of variance on any significant findings. The qualitative data were analyzed through inductive content analysis. A difference was identified between the persister and dropout groups (Pillai trace = 0.42, F(1,92) = 12.95, P = .01). The follow-up analysis of variance revealed that the persister and dropout groups differed on the anticipatory factors (F(1,92) = 4.29, P = .04), clinical integration (F(1,92) = 6.99, P = .01), and motivation (F(1,92) = 43.12, P = .01) scales. Several themes emerged in the qualitative data, including networks of support, authentic experiential learning, role identity, time commitment, and major or career change. A perceived difference exists in how athletic training students are integrated into their clinical experiences between those students who leave an ATEP and those who stay. Educators may improve retention by emphasizing authentic experiential learning opportunities rather than hours worked, by allowing students to take on more responsibility, and by facilitating networks of support within clinical education experiences.

The Nature of Coupling with Intercollegiate Athletic Departments: Undergraduate Athletic Training Education Program Directors' Perceptions

ERIC Educational Resources Information Center

Roiger, Trevor C.; Card, Karen A.

2012-01-01

Context: Coupling theory, based on a tight-loose continuum, describes the nature of a connection, relationship, or interaction between entities. Understanding the nature of an ATEP's relationship with intercollegiate athletic departments is important to their growth and responsiveness to environmental change. Objective: To determine program…

Leadership Behaviors of Athletic Training Leaders Compared With Leaders in Other Fields

PubMed Central

Laurent, Timothy G; Bradney, Debbie A

2007-01-01

Context: Athletic trainers are in positions of leadership. Objective: To determine self-reported leadership practices of head athletic trainers (HATCs) and program directors (PDs). Design: Cross-sectional study. Setting: Respondents' academic institutions. Patients or Other Participants: A total of 238 athletic training leaders completed the Leadership Practices Inventory. Of these, 50.4% (n = 120) were HATCs and 49.6% (n = 118) were PDs; 69.3% (n = 165) were men and 30.7% (n = 73) were women; almost all respondents (97.1%, n = 231) were white. Respondents typically reported having 11 to 15 years of experience as an athletic trainer (n = 57, 23.9%) and being between the ages of 30 and 39 years (n = 109, 45.8%). Main Outcome Measure(s): Categories of leadership behaviors (ie, Model, Inspire, Challenge, Encourage, and Enable) were scored from 1 (almost never) to 10 (almost always). Item scores were summed to compute mean category scores. We analyzed demographic information; used t ratios to compare the data from athletic training leaders (PDs and HATCs) with normative data; compared sex, age, position, ethnicity, and years of experience with leadership practices; and computed mean scores. Results: Athletic training leaders reported using leadership behaviors similar to those of other leaders. The PDs reported using inspiring, challenging, enabling, and encouraging leadership behaviors more often than did the HATCs. No differences were found by ethnicity, age, years of experience, or leadership practices. Conclusions: Athletic training leaders are transformational leaders. Athletic training education program accreditation requirements likely account for the difference in leadership practices between PDs and HATCs. PMID:17597953

An examination of current practices and gender differences in strength and conditioning in a sample of varsity high school athletic programs.

PubMed

Reynolds, Monica L; Ransdell, Lynda B; Lucas, Shelley M; Petlichkoff, Linda M; Gao, Yong

2012-01-01

Currently, little is known about strength and conditioning programs at the high school level. Therefore, the purpose of this research was to explore current practices in strength and conditioning for varsity high school athletes in selected sports. The following were specifically examined: who administers programs for these athletes, what kinds of training activities are done, and whether the responsible party or emphasis changes depending on the gender of the athletes. Coaches of varsity soccer, basketball, softball, and baseball in 3 large Idaho school districts were asked to complete an online survey. Sixty-seven percent (32/48) of the questionnaires were completed and used for the study. The majority of coaches (84%) provided strength and conditioning opportunities for their athletes, although only 37% required participation. Strength training programs were designed and implemented primarily by either physical education teachers or head coaches. Compared with coaches of male athletes, coaches of female athletes were less likely to know the credentials of their strength coaches, and they were less likely to use certified coaches to plan and implement their strength and conditioning programs. Most programs included dynamic warm-ups and cool-downs, plyometrics, agility training, speed training, and conditioning, and most programs were conducted 3 d·wk(-1) (76%) for sessions lasting between 30 and 59 minutes (63%). Compared with their female counterparts, male athletes were more likely to have required training, participate in strength training year round, and train using more sessions per week. This study provides additional information related to the practice of strength and conditioning in a sample of high school athletic teams.

The Value of Sleep on Athletic Performance, Injury, and Recovery in the Young Athlete.

PubMed

Copenhaver, Elizabeth A; Diamond, Alex B

2017-03-01

Adequate sleep can easily become compromised as student-athletes try to balance the multiple demands on their time. People with sleep deficiency are at increased risk for acute illnesses, traumatic sports injuries, and development of chronic diseases. Training sessions or competitions during extremely early or late hours can interfere with circadian and homeostatic rhythms. Adjusting the training schedule to improve sleep duration has a significantly positive impact on several aspects of athletic performance. Pediatricians should increase the time dedicated in well-child visits for sleep hygiene and evaluate for sleep disorders at all ages. Parents, coaching staff, teachers, and pediatricians should advocate for improved education on the importance of sleep during adolescence. Future sleep research specific to adolescent athletes can further delineate requirements specific to sport, gender, training times, and surrounding competitions. [Pediatr Ann. 2017;46(3):e106-e111.]. Copyright 2017, SLACK Incorporated.

Approach to the Underperforming Athlete.

PubMed

Solomon, Mary L; Weiss Kelly, Amanda K

2016-03-01

Children and adolescents who participate in intense sports training may face physical and psychologic stresses. The pediatric health care provider can play an important role in monitoring an athlete's preparation by obtaining a proper sports history, assessing sleep hygiene, discussing nutrition and hydration guidelines, and evaluating physiologic causes of fatigue. Educating parents and athletes on the potential risks of high-intensity training, inadequate rest and sleep, and a poor diet may improve the athlete's performance and prevent symptoms of overtraining syndrome. Infectious mononucleosis must also be considered a cause of fatigue among adolescents. The signs and symptoms of overtraining and burnout are discussed in this article. Copyright 2016, SLACK Incorporated.

A Lifetime Pursuit of a Sports Nutrition Practice.

PubMed

Erdman, Kelly Anne

2015-09-01

Sports nutrition in Canada has significantly evolved over the years from providing fundamental training dietary advice to applied precise assessment of nutritional status in a variety of settings, especially with the establishment of Canadian Sport Institutes and Centres across Canada. This progression has enhanced the level of dietary support to manage athletes' nutrition in a holistic perspective. Athletes are now educated about food fundamentals (acquiring foods, menu planning, preparing, food safety), personal accountability of hydration and energy monitoring (urinary and body weight assessments), individualized supplementation protocols, and customized nutrition for variable daily training environments according to their Yearly Training Plan. Sport dietitians are an important member of Integrated Sport Teams where collaboration exists amongst professionals who coordinate the athletes' personalized training and performance programming. Dietitians in sport are encouraged to continue to lobby for nutrition programming at the elite, varsity, provincial, and club levels to ensure that athletes receive accurate guidance from nutrition experts.

Social Support in the Athletic Training Room: Athletes' Expectations of Staff and Student Athletic Trainers

PubMed Central

Barefield, Scott; McCallister, Sarah

1997-01-01

Objective: Social support has been identified repeatedly in the literature as being beneficial to individuals suffering from injury or illness. Because of the frequent interaction between athletic trainers and student athletes, the athletic trainer is in a unique position to provide a variety of social support to the athlete. The purpose of the study was (1) to identify the degree to which athletes actually receive each of eight types of social support; (2) to identify the types of social support athletes need or expect to receive from staff and student athletic trainers; and (3) to compare the athletes' satisfaction with the quality of the support received from athletic training staff and students. Design and Setting: A questionnaire was used to collect data for this study. It was administered at a Division I university. Subjects: Eighty-five student-athletes at a Division I university. Measurements: The survey consisted of 24 questions that used a five-point Likert rating scale. Results: There was no significant difference in the amount of social support received by athletes from staff and student athletic trainers, in athletes' expectations of staff and student athletic trainers with regard to provision of social support, or in the athletes' level of satisfaction with staff and student athletic trainers' provision of social support. Conclusions: Examined collectively, the findings indicate that athletes do not differentiate between staff and student athletic trainers with regard to the provision of social support. However, finding that athletes do not differentiate between staff and student athletic trainers in this area is significant in itself and has implications for athletic training education programs. PMID:16558469

Self-Perceived Educational Preparedness of Entry-Level Athletic Trainers Regarding Preventing Sudden Death in Sport

ERIC Educational Resources Information Center

Pagnotta, Kelly D.; Mazerolle, Stephanie M.; Yabor, Thomas M.; Salvatore, Anthony C.; Casa, Douglas J.

2013-01-01

Context: As the first medical professionals on scene when emergency situations arise in sport, athletic trainers (ATs) need to be proficient in recognizing and managing these conditions. Recent evidence regarding exertional heatstroke indicates a lack of educational training as a factor preventing implementation of best practices, yet other causes…

Performance-enhancing drug use in young athletes.

PubMed

Laos, Carla; Metzl, Jordan D

2006-10-01

This article explores the issue of performance-enhancing drug use in adolescent athletes. The article describes current substances that are being used by adolescent athletes, explains their positive and negative effects, examines factors contributing to their increased use in adolescent athletes, and discusses approaches to educating adolescents about alternate means of enhancing their athletic performance. It is hoped that this information will be useful toward encouraging young athletes to pursue, safe, healthy, and natural means of performance enhancement, such as practice and strength training, to improve sports performance in a safe, effective manner.

National Athletic Trainers' Association-accredited postprofessional athletic training education: attractors and career intentions.

PubMed

Mazerolle, Stephanie M; Dodge, Thomas M

2012-01-01

Anecdotally, we know that students select graduate programs based on location, finances, and future career goals. Empirically, however, we lack information on what attracts a student to these programs. To gain an appreciation for the selection process of graduate study. Qualitative study. Postprofessional programs in athletic training (PPATs) accredited by the National Athletic Trainers' Association. A total of 19 first-year PPAT students participated, representing 13 of the 16 accredited PPAT programs. All interviews were conducted via phone and transcribed verbatim. Analysis of the interview data followed the procedures as outlined by a grounded theory approach. Trustworthiness was secured by (1) participant checks, (2) participant verification, and (3) multiple analyst triangulations. Athletic training students select PPAT programs for 4 major reasons: reputation of the program or faculty (or both), career intentions, professional socialization, and mentorship from undergraduate faculty or clinical instructors (or both). Participants discussed long-term professional goals as the driving force behind wanting an advanced degree in athletic training. Faculty and clinical instructor recommendations and the program's prestige helped guide the decisions. Participants also expressed the need to gain more experience, which promoted autonomy, and support while gaining that work experience. Final selection of the PPAT program was based on academic offerings, the assistantship offered (including financial support), advanced knowledge of athletic training concepts and principles, and apprenticeship opportunities. Students who attend PPAT programs are attracted to advancing their entry-level knowledge, are committed to their professional development as athletic trainers, and view the profession of athletic training as a life-long career. The combination of balanced academics, clinical experiences, and additional professional socialization and mentorship from the PPAT program experience will help them to secure their desired career positions.

Student-Retention and Career-Placement Rates Between Bachelor's and Master's Degree Professional Athletic Training Programs

PubMed Central

Bowman, Thomas G.; Mazerolle, Stephanie M.; Pitney, William A.; Dodge, Thomas M.; Hertel, Jay

2015-01-01

Context  The debate over what the entry-level degree should be for athletic training has heightened. A comparison of retention and career-placement rates between bachelor's and master's degree professional athletic training programs may inform the debate. Objective  To compare the retention rates and career-placement rates of students in bachelor's and master's degree professional programs. Design  Cross-sectional study. Setting  Web-based survey. Patients or Other Participants  A total of 192 program directors (PDs) from bachelor's degree (n = 177) and master's degree (n = 15) professional programs. Intervention(s)  The PDs completed a Web-based survey. Main Outcome Measure(s)  We instructed the PDs to provide a retention rate and career-placement rate for the students in the programs they lead for each of the past 5 years. We also asked the PDs if they thought retention of students was a problem currently facing athletic training education. We used independent t tests to compare the responses between bachelor's and master's degree professional programs. Results  We found a higher retention rate for professional master's degree students (88.70% ± 9.02%, 95% confidence interval [CI] = 83.71, 93.69) than bachelor's degree students (80.98% ± 17.86%, 95% CI = 78.30, 83.66) (t25 = −2.86, P = .008, d = 0.55). Similarly, PDs from professional master's degree programs reported higher career-placement percentages (88.50% ± 10.68%, 95% CI = 82.33, 94.67) than bachelor's degree professional PDs (71.32% ± 18.47%, 95% CI = 68.54, 74.10) (t20 = −5.40, P < .001, d = 1.14). Finally, we observed no difference between groups regarding whether retention is a problem facing athletic training (χ21 = 0.720, P = .40, Φ = .061). Conclusions  Professional master's degree education appears to facilitate higher retention rates and greater career-placement rates in athletic training than bachelor's degree education. Professional socialization, program selectivity, and student commitment and motivation levels may help to explain the differences noted. PMID:26308497

Meeting the Educational and Sporting Needs of the Elite Young Athlete: A Comparison of National Organisational Models.

ERIC Educational Resources Information Center

Broom, Eric F.

Models developed in various countries to meet the dual needs for education and training of the highly talented young athlete are examined. It is the policy in socialist countries to bring together the best available resources in young sports talent, coaches, and facilities. Programs are structured to ensure that the youngsters who attend the…

Case-Based Learning in Athletic Training

ERIC Educational Resources Information Center

Berry, David C.

2013-01-01

The National Athletic Trainers' Association (NATA) Executive Committee for Education has emphasized the need for proper recognition and management of orthopaedic and general medical conditions through their support of numerous learning objectives and the clinical integrated proficiencies. These learning objectives and integrated clinical…

Portfolios: An Alternative Method of Student and Program Assessment

PubMed Central

Hannam, Susan E.

1995-01-01

The use of performance-based evaluation and alternative assessment techniques has become essential for curriculum programs seeking Commission of Accreditation of Allied Health Education Programs (CAAHEP) accreditation. In athletic training education, few assessment models exist to assess student performance over the entire course of their educational program. This article describes a model of assessment-a student athletic training portfolio of “best works.” The portfolio can serve as a method to assess student development and to assess program effectiveness. The goals of the program include purposes specific to the five NATA performance domains. In addition, four types of portfolio evidence are described: artifacts, attestations, productions, and reproductions. Quality assignments and projects completed by students as they progress through a six-semester program are identified relative to the type of evidence and the domain(s) they represent. The portfolio assists with student development, provides feedback for curriculum planning, allows for student/faculty collaboration and “coaching” of the student, and assists with job searching. This information will serve as a useful model for those athletic training programs looking for an alternative method of assessing student and program outcomes. PMID:16558359

National Standards for Athletic Coaches. ERIC Digest.

ERIC Educational Resources Information Center

Brylinsky, Jody

This digest asserts that the question of coach preparation and training has become a priority issue for many schools and communities, though the research is limited. It examines reasons to have coach education; the scope of sport participation; the status of coach education and training in the United States; National standards for coach education;…

The role of legitimation in the professional socialization of second-year undergraduate athletic training students.

PubMed

Klossner, Joanne

2008-01-01

Professional socialization during formal educational preparation can help students learn professional roles and can lead to improved organizational socialization as students emerge as members of the occupation's culture. Professional socialization research in athletic training is limited. To present the role of legitimation and how it influences the professional socialization of second-year athletic training students. Modified constructivist grounded theory and case study methods were used for this qualitative study. An accredited undergraduate athletic training education program. Twelve second-year students were selected purposively. The primary sample group (n = 4) was selected according to theoretical sampling guidelines. The remaining students made up the cohort sample (n = 8). Theoretically relevant data were gathered from 14 clinical instructors to clarify emergent student data. Data collection included document examination, observations, and interviews during 1 academic semester. Data were collected and analyzed through constant comparative analysis. Data triangulation, member checking, and peer-review strategies were used to ensure trustworthiness. Legitimation from various socializing agents initiated professional socialization. Students viewed trust and team membership as rewards for role fulfillment. My findings are consistent with the socialization literature that shows how learning a social or professional role, using rewards to facilitate role performance, and building trusting relationships with socializing agents are important aspects of legitimation and, ultimately, professional socialization.

Balance ability and athletic performance.

PubMed

Hrysomallis, Con

2011-03-01

The relationship between balance ability and sport injury risk has been established in many cases, but the relationship between balance ability and athletic performance is less clear. This review compares the balance ability of athletes from different sports, determines if there is a difference in balance ability of athletes at different levels of competition within the same sport, determines the relationship of balance ability with performance measures and examines the influence of balance training on sport performance or motor skills. Based on the available data from cross-sectional studies, gymnasts tended to have the best balance ability, followed by soccer players, swimmers, active control subjects and then basketball players. Surprisingly, no studies were found that compared the balance ability of rifle shooters with other athletes. There were some sports, such as rifle shooting, soccer and golf, where elite athletes were found to have superior balance ability compared with their less proficient counterparts, but this was not found to be the case for alpine skiing, surfing and judo. Balance ability was shown to be significantly related to rifle shooting accuracy, archery shooting accuracy, ice hockey maximum skating speed and simulated luge start speed, but not for baseball pitching accuracy or snowboarding ranking points. Prospective studies have shown that the addition of a balance training component to the activities of recreationally active subjects or physical education students has resulted in improvements in vertical jump, agility, shuttle run and downhill slalom skiing. A proposed mechanism for the enhancement in motor skills from balance training is an increase in the rate of force development. There are limited data on the influence of balance training on motor skills of elite athletes. When the effectiveness of balance training was compared with resistance training, it was found that resistance training produced superior performance results for jump height and sprint time. Balance ability was related to competition level for some sports, with the more proficient athletes displaying greater balance ability. There were significant relationships between balance ability and a number of performance measures. Evidence from prospective studies supports the notion that balance training can be a worthwhile adjunct to the usual training of non-elite athletes to enhance certain motor skills, but not in place of other conditioning such as resistance training. More research is required to determine the influence of balance training on the motor skills of elite athletes. © 2011 Adis Data Information BV. All rights reserved.

High School Academics: Increasing the Standard

ERIC Educational Resources Information Center

Gard, Ashley N.

2017-01-01

Beyond heightened academic requirements, student athletes face a multitude of tasks including weight training, practice, film review, and travel for competition. This makes the student's life complex. As student athletes progress through their educational experience, they experience higher structured time demands in regard to their sport…

Perceptions of Approved Clinical Instructors: Barriers in the Implementation of Evidence-Based Practice

PubMed Central

Hankemeier, Dorice A.; Van Lunen, Bonnie L.

2013-01-01

Context: As evidence-based practice (EBP) becomes prevalent in athletic training education, the barriers that Approved Clinical Instructors (ACIs) experience in implementing it with students need to be understood. Objective: To investigate barriers ACIs face when implementing EBP concepts in clinical practice and in teaching EBP to professional athletic training students and to investigate the educational emphases to improve the barriers. Design: Qualitative study. Setting: Telephone interviews. Patients or Other Participants: Sixteen ACIs (11 men, 5 women; experience as an athletic trainer = 10 ± 4.7 years, experience as an ACI = 6.81 ± 3.9 years) were interviewed. Data Collection and Analysis: We interviewed each participant by telephone. Interview data were analyzed and coded for common themes and subthemes regarding barriers and educational emphases. Themes were triangulated through multiple-analyst triangulation and interpretive verification. Results: Barriers to EBP incorporation and educational emphasis placed on EBP were the main themes reported. Resources, personnel, and student characteristics were subthemes identified as barriers. Resource barriers included time, equipment, access to current literature, and knowledge. Coworkers, clinicians, and coaches who were unwilling to accept evidence regarding advancements in treatment were identified as personnel barriers. Programmatic improvement and communication improvement were subthemes of the educational emphasis placed on EBP theme. The ACIs reported the need for better integration between the clinical setting and the classroom and expressed the need for EBP to be integrated throughout the athletic training education program. Conclusions: Integration of the classroom and clinical experience is important in advancing ACIs' use of EBP with their students. Collaborative efforts within the clinical and academic program could help address the barriers ACIs face when implementing EBP. This collaboration could positively affect the ability of ACIs to implement EBP within their clinical practices. PMID:23675798

The Effect of Anabolic Steroid Education on Knowledge and Attitudes of At-Risk Preadolescents.

ERIC Educational Resources Information Center

Trenhaile, Jay; Choi, Hee-Sook; Proctor, Theron B.; Work, Patricia

1998-01-01

Investigates the effect of anabolic steroid education on preadolescents' knowledge of and attitudes toward anabolic steroids with 35 male athletes. Information on psychological and physiological aspects of anabolic steroid use, weight training techniques, nutrition, social decision making, and self-esteem training were provided. Participants…

Mandatory Parent Education Programs Can Create Positive Youth Sport Experiences

ERIC Educational Resources Information Center

Christofferson, Jennifer; Strand, Bradford

2016-01-01

Youth sport leaders must not ignore the influence parents have on creating a positive developmental experience for young athletes. Therefore, expectations involving parental involvement and conduct must be addressed prior to athletes' participation. This article aims to examine the importance of creating mandatory parental training programs for…

[Methodological problems in the use of information technologies in physical education].

PubMed

Martirosov, E G; Zaĭtseva, G A

2000-01-01

The paper considers methodological problems in the use of computer technologies in physical education by applying diagnostic and consulting systems, educational and educational-and-training process automation systems, and control and self-control programmes for athletes and others.

7 CFR 15b.31 - Treatment of students.

Code of Federal Regulations, 2010 CFR

2010-01-01

..., research, occupational training, housing, health, insurance, counseling, financial aid, physical education, athletics, recreation, transportation, other extracurricular, other postsecondary education aid, benefits... ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Postsecondary Education § 15b.31 Treatment of students. (a...

The Role of Legitimation in the Professional Socialization of Second-Year Undergraduate Athletic Training Students

PubMed Central

Klossner, Joanne

2008-01-01

Context: Professional socialization during formal educational preparation can help students learn professional roles and can lead to improved organizational socialization as students emerge as members of the occupation's culture. Professional socialization research in athletic training is limited. Objective: To present the role of legitimation and how it influences the professional socialization of second-year athletic training students. Design: Modified constructivist grounded theory and case study methods were used for this qualitative study. Setting: An accredited undergraduate athletic training education program. Patients or Other Participants: Twelve second-year students were selected purposively. The primary sample group (n  =  4) was selected according to theoretical sampling guidelines. The remaining students made up the cohort sample (n  =  8). Theoretically relevant data were gathered from 14 clinical instructors to clarify emergent student data. Data Collection and Analysis: Data collection included document examination, observations, and interviews during 1 academic semester. Data were collected and analyzed through constant comparative analysis. Data triangulation, member checking, and peer-review strategies were used to ensure trustworthiness. Results: Legitimation from various socializing agents initiated professional socialization. Students viewed trust and team membership as rewards for role fulfillment. Conclusions: My findings are consistent with the socialization literature that shows how learning a social or professional role, using rewards to facilitate role performance, and building trusting relationships with socializing agents are important aspects of legitimation and, ultimately, professional socialization. PMID:18668171

Practices & attitudes towards recovery in elite Asian & UK adolescent athletes.

PubMed

Murray, Andrew M; Turner, Anthony P; Sproule, John; Cardinale, Marco

2017-05-01

Assess current practice and attitudes towards recovery in adolescent athletes. Questionnaires were administered either via print or online questionnaire. Athletes and coaches from within Asia were surveyed (n = 112 & 53), with a comparative sample in the UK (n = 53 & 8). The approaches and attitudes to recovery in both training and competition. Adolescent athletes perceive a variety of recovery modalities as important, though prioritise active recovery, nutrition and sleep. Attitudes towards recovery differed between athletes in Asia and the UK with respect to the perceived benefits of: sleep (96% believe in it in the UK v 69% in Asia, p < 0.01); nutrition (92 v 58%, p < 0.01); and active recovery (70 v 52%, p = 0.03). The number of recovery techniques used with Asian athletes was higher after training (p = 0.009) and competition (p < 0.01). Asian athletes rely more on 'feel' to justify interventions. There was a major disconnect amongst athletes' belief in particular strategies and their behaviours. The results of this study show the need for educating coaches and athletes. Copyright © 2016 Elsevier Ltd. All rights reserved.

Sports Dietitians Australia position statement: sports nutrition for the adolescent athlete.

PubMed

Desbrow, Ben; McCormack, Joanna; Burke, Louise M; Cox, Gregory R; Fallon, Kieran; Hislop, Matthew; Logan, Ruth; Marino, Nello; Sawyer, Susan M; Shaw, Greg; Star, Anita; Vidgen, Helen; Leveritt, Michael

2014-10-01

It is the position of Sports Dietitians Australia (SDA) that adolescent athletes have unique nutritional requirements as a consequence of undertaking daily training and competition in addition to the demands of growth and development. As such, SDA established an expert multidisciplinary panel to undertake an independent review of the relevant scientific evidence and consulted with its professional members to develop sports nutrition recommendations for active and competitive adolescent athletes. The position of SDA is that dietary education and recommendations for these adolescent athletes should reinforce eating for long term health. More specifically, the adolescent athlete should be encouraged to moderate eating patterns to reflect daily exercise demands and provide a regular spread of high quality carbohydrate and protein sources over the day, especially in the period immediately after training. SDA recommends that consideration also be given to the dietary calcium, Vitamin D and iron intake of adolescent athletes due to the elevated risk of deficiency of these nutrients. To maintain optimal hydration, adolescent athletes should have access to fluids that are clean, cool and supplied in sufficient quantities before, during and after participation in sport. Finally, it is the position of SDA that nutrient needs should be met by core foods rather than supplements, as the recommendation of dietary supplements to developing athletes over-emphasizes their ability to manipulate performance in comparison with other training and dietary strategies.

Underpinnings of Competency-Based Education

ERIC Educational Resources Information Center

Schilling, Jim F.; Koetting, J. Randall

2010-01-01

Context: To understand and appropriately implement competency-based education (CBE) to its fullest potential in professional programs, an investigation of its evolution is required. Objective: To reveal the development of the CBE approach now dominating many professional programs in higher education, including Athletic Training Education Programs…

45 CFR 1170.43 - Treatment of students; general.

Code of Federal Regulations, 2010 CFR

2010-10-01

..., research, occupational training, housing, health insurance, counseling, financial aid, physical education, athletics, recreation, transportation, or other postsecondary education aid, benefit, or service to which... HANDICAP IN FEDERALLY ASSISTED PROGRAMS OR ACTIVITIES Postsecondary Education § 1170.43 Treatment of...

The Professional Values of Program Directors and Head Athletic Trainers: The Impact of the Hidden Curriculum

ERIC Educational Resources Information Center

Peer, Kimberly S.; Schlabach, Gretchen A.

2011-01-01

Context: Athletic training education programs (ATEPs) promote the development of foundational behaviors of professional practice. Situated in the context of professional values, ATEPs are challenged to identify outcome measures for these behaviors. These values are tacitly reflected as part of the hidden curriculum. Objective: To ascertain the…

Improving Preceptor Behavior through Formative Feedback in Preceptor Training

ERIC Educational Resources Information Center

Groh, Nancy; Gill, Diane; Henning, Jolene; Stevens, Susan W.; Dondanville, Abbey

2013-01-01

Context: Clinical instructor educators (CIEs) prepare athletic trainers (ATs) to serve as preceptors. Structured performance observation and supervisory conferencing is a well-established method to improve teaching practice that may prove effective for training preceptors. Objective: To explore the impact of a systematic preceptor training program…

Evidence-Based Considerations and Recommendations for Athletic Trainers Caring for Patients With Attention-Deficit/Hyperactivity Disorder

PubMed Central

Wolfe, Elizabeth S.; Madden, Kelly J.

2016-01-01

Context: Patients with attention-deficit/hyperactivity disorder (ADHD) can be noncompliant, impulsive, and disruptive in an athletic training or physical rehabilitation facility. Athletic trainers (ATs) are valuable and essential health care providers for active patients with ADHD. However, for a patient with ADHD to have a successful outcome in a busy athletic training environment, the AT or health care provider must tailor the treatment setting to the patient's needs. Objective: To educate and raise awareness among ATs about patients with ADHD and to provide ATs with strategies and tools that will allow them to treat patients with ADHD more effectively. Data Sources: We retrieved and reviewed articles from PubMed, PsychINFO, and Ovid without date restrictions. Search words were attention deficit hyperactivity disorder plus 1 of the following topics or search words: athletic training, athletics, coaching, sport, or sport psychology. Study Selection: Any ADHD articles that were not applicable or translatable in good faith to athletic training, physical rehabilitation, or sport and exercise were excluded. Data Extraction: Nonpharmacologic interventions were reviewed and amassed into categories from which the recommendations were created. No statistical analyses were conducted for this review. Data Synthesis: We identified 1241 articles, and 86 met the inclusion criteria. Five groups of evidence were observed: (1) goal setting and coaching, (2) reinforcements and outcomes, (3) routines and treatment timing, (4) simplified feedback and instructions, and (5) environmental control. Reliable evidence suggests that these techniques can be translated and applied within an athletic training and physical rehabilitation setting. Conclusions: Athletic trainers are a vital component in providing health care for patients with ADHD. Using goal contagion creates a structured environment and positive reinforcements that accommodate patients with ADHD. Furthermore, ATs may use the evidence-based recommendations in this review to create a treatment and physical rehabilitation program and space that are tailored to the needs of the ADHD patient to increase the chance of a successful outcome. PMID:27834506

Evidence-Based Considerations and Recommendations for Athletic Trainers Caring for Patients With Attention-Deficit/Hyperactivity Disorder.

PubMed

Wolfe, Elizabeth S; Madden, Kelly J

2016-10-01

Patients with attention-deficit/hyperactivity disorder (ADHD) can be noncompliant, impulsive, and disruptive in an athletic training or physical rehabilitation facility. Athletic trainers (ATs) are valuable and essential health care providers for active patients with ADHD. However, for a patient with ADHD to have a successful outcome in a busy athletic training environment, the AT or health care provider must tailor the treatment setting to the patient's needs. To educate and raise awareness among ATs about patients with ADHD and to provide ATs with strategies and tools that will allow them to treat patients with ADHD more effectively. We retrieved and reviewed articles from PubMed, PsychINFO, and Ovid without date restrictions. Search words were attention deficit hyperactivity disorder plus 1 of the following topics or search words: athletic training, athletics, coaching, sport, or sport psychology. Any ADHD articles that were not applicable or translatable in good faith to athletic training, physical rehabilitation, or sport and exercise were excluded. Nonpharmacologic interventions were reviewed and amassed into categories from which the recommendations were created. No statistical analyses were conducted for this review. We identified 1241 articles, and 86 met the inclusion criteria. Five groups of evidence were observed: (1) goal setting and coaching, (2) reinforcements and outcomes, (3) routines and treatment timing, (4) simplified feedback and instructions, and (5) environmental control. Reliable evidence suggests that these techniques can be translated and applied within an athletic training and physical rehabilitation setting. Athletic trainers are a vital component in providing health care for patients with ADHD. Using goal contagion creates a structured environment and positive reinforcements that accommodate patients with ADHD. Furthermore, ATs may use the evidence-based recommendations in this review to create a treatment and physical rehabilitation program and space that are tailored to the needs of the ADHD patient to increase the chance of a successful outcome.

Dietary supplement usage, motivation, and education in young, Canadian athletes.

PubMed

Wiens, Kristin; Erdman, Kelly Anne; Stadnyk, Megan; Parnell, Jill A

2014-12-01

To evaluate dietary supplement use in young Canadian athletes, their motivation for consuming supplements, and their sources of information. A questionnaire tested for content validity and reliability was administered to 567 athletes between the ages of 11 and 25 years from the Canadian athletic community in face-to-face meetings. Demographics and sport variables were analyzed using descriptive statistics. Fisher's exact tests were used to examine dietary supplementation patterns and sources of information regarding dietary supplement use between categories of gender, age, sport type, and competition level. Ninety-eight percent of athletes were taking at least one dietary supplement. Males were more likely to consume protein powder, energy drinks, recovery drinks, branched chain amino acids, beta-alanine, and glutamine (p < .01); supplements typically associated with increased muscle mass. Athletes 11-17 years old focused on vitamin and mineral supplements; whereas, athletes 18-25 years old focused on purported ergogenic supplements. Strength training athletes were more likely to consume creatine, glutamine, and protein powders (p < .02). Reasons for supplement use included to stay healthy, increase energy, immune system, recovery, and overall performance. Primary sources of information were family and friends, coaches, and athletic trainers; with 48% of athletes having met with a dietitian. Preferred means of education included individual consultations, presentations, and the internet. The majority of young athletes are using dietary supplements with the belief they will improve performance and health; however, may not always have reliable information. Educational programs using individual consultations and electronic media are recommended for this demographic.

Challenges Faced by Preceptors Serving in Dual Roles as Health Care Providers and Clinical Educators

ERIC Educational Resources Information Center

Dodge, Thomas; Mazerolle, Stephanie M.; Bowman, Thomas G.

2014-01-01

Context: Preceptors play an integral role in training athletic training students (ATSs). Balancing roles as health care providers and educators can often be challenging. Role strain is a documented concern for the preceptor, yet limited information is available regarding other issues faced while supervising ATSs. Objective: To explore preceptor…

Nutritional Supplement Habits of Athletes With an Impairment and Their Sources of Information.

PubMed

Graham-Paulson, Terri Susan; Perret, Claudio; Smith, Brett; Crosland, Jeanette; Goosey-Tolfrey, Victoria Louise

2015-08-01

The consumption of nutritional supplements (NS) is common among able-bodied (AB) athletes yet little is known about NS use by athletes with an impairment. This study examined the: (i) prevalence of NS use by athletes with an impairment; (ii) reasons for use/ nonuse; (iii) sources of information regarding NS; and (iv) whether age, gender, impairment, performance level and sport category influence NS use. The questionnaire was completed by 399 elite (n = 255) and nonelite (n = 144) athletes (296 M, 103 F) online or at a sporting event/training camp. Data were evaluated using chi-square analyses. Fifty-eight percent (n = 232) of athletes used NS in the previous 6-month period and 41% (n = 102) of these followed the instructions on the label to determine dose. Adherence to these AB recommendations may partly explain why 9% (n = 37) experienced negative effects from NS use. As expected, the most popular NS were: protein, sports drinks, multivitamins and carbohydrate supplements, which were obtained from health food/sport shops, internet and supermarkets (top 3) where evidence-based, impairment-specific advice is limited. The nutritionist/dietitian was the most used and trusted source of information, which is a promising finding. The most prevalent reasons for use were to support exercise recovery, support the immune system and provide energy. Elite athletes were more likely to use NS, which may reflect greater training hours and/or access to nutritionists. Fifty-two percent of athletes (n = 209) requested more information/ education regarding NS. NS use is prevalent in this population. Education on dosage and appropriate sources of information is required.

Physical therapists' role in prevention and management of patellar tendinopathy injuries in youth, collegiate, and middle-aged indoor volleyball athletes

PubMed Central

Kulig, Kornelia; Noceti-DeWit, Lisa M.; Reischl, Stephen F.; Landel, Rob F.

2015-01-01

Patellar tendinopathy is highly prevalent in all ages and skill levels of volleyball athletes. To illustrate this, we discuss the clinical, biomechanical, and ultrasound imaging presentation and the intervention strategies of three volleyball athletes at different stages of their athletic career: youth, middle-aged, and collegiate. We present our examination strategies and interpret the data collected, including visual movement analysis and dynamics, relating these findings to the probable causes of their pain and dysfunction. Using the framework of the EdUReP concept, incorporating Education, Unloading, Reloading, and Prevention, we propose intervention strategies that target each athlete's specific issues in terms of education, rehabilitation, training, and return to sport. This framework can be generalized to manage patellar tendinopathy in other sports requiring jumping, from youth to middle age, and from recreational to elite competitive levels. PMID:26537811

Professional Identity Formation: Considerations for Athletic Training Education

ERIC Educational Resources Information Center

Peer, Kimberly S.

2016-01-01

Clinical education is a complex element of educational programs in health care. Understanding identity is important because how educators structure learning experiences and foster the development of professionals within these programs impacts students as they emerge into professional practice. This article discusses five cultural dimensions of…

Undergraduate athletic training students' influences on career decisions after graduation.

PubMed

Mazerolle, Stephanie M; Gavin, Kerri E; Pitney, William A; Casa, Douglas J; Burton, Laura

2012-01-01

Career opportunities for athletic training students (ATSs) have increased substantially over the past few years. However, ATSs commonly appear to be opting for a more diversified professional experience after graduation. With the diversity in available options, an understanding of career decision is imperative. To use the theoretical framework of socialization to investigate the influential factors behind the postgraduation decisions of senior ATSs. Qualitative study. Web-based management system and telephone interviews. Twenty-two ATSs (16 females, 6 males; age = 22 ± 2 years) who graduated in May 2010 from 13 different programs accredited by the Commission on Accreditation of Athletic Training Education. All interviews were transcribed verbatim, and the data were analyzed inductively. Data analysis required independent coding by 2 athletic trainers for specific themes. Credibility of the results was confirmed via peer review, methodologic triangulation, and multiple analyst triangulation. Two higher-order themes emerged from the data analysis: persistence in athletic training (AT) and decision to leave AT. Faculty and clinical instructor support, marketability, and professional growth were supporting themes describing persistence in AT. Shift of interest away from AT, lack of respect for the AT profession, compensation, time commitment, and AT as a stepping stone were themes sustaining the reasons that ATSs leave AT. The aforementioned reasons to leave often were discussed collectively, generating a collective undesirable outlook on the AT profession. Our results highlight the importance of faculty support, professional growth, and early socialization into AT. Socialization of pre-AT students could alter retention rates by providing in-depth information about the profession before students commit in their undergraduate education and by helping reduce attrition before entrance into the workforce.

Undergraduate Athletic Training Students' Influences on Career Decisions After Graduation

PubMed Central

Mazerolle, Stephanie M.; Gavin, Kerri E.; Pitney, William A.; Casa, Douglas J.; Burton, Laura

2012-01-01

Context Career opportunities for athletic training students (ATSs) have increased substantially over the past few years. However, ATSs commonly appear to be opting for a more diversified professional experience after graduation. With the diversity in available options, an understanding of career decision is imperative. Objective To use the theoretical framework of socialization to investigate the influential factors behind the postgraduation decisions of senior ATSs. Design Qualitative study. Setting Web-based management system and telephone interviews. Patients or Other Participants Twenty-two ATSs (16 females, 6 males; age = 22 ± 2 years) who graduated in May 2010 from 13 different programs accredited by the Commission on Accreditation of Athletic Training Education. Data Collection and Analysis All interviews were transcribed verbatim, and the data were analyzed inductively. Data analysis required independent coding by 2 athletic trainers for specific themes. Credibility of the results was confirmed via peer review, methodologic triangulation, and multiple analyst triangulation. Results Two higher-order themes emerged from the data analysis: persistence in athletic training (AT) and decision to leave AT. Faculty and clinical instructor support, marketability, and professional growth were supporting themes describing persistence in AT. Shift of interest away from AT, lack of respect for the AT profession, compensation, time commitment, and AT as a stepping stone were themes sustaining the reasons that ATSs leave AT. The aforementioned reasons to leave often were discussed collectively, generating a collective undesirable outlook on the AT profession. Conclusions Our results highlight the importance of faculty support, professional growth, and early socialization into AT. Socialization of pre–AT students could alter retention rates by providing in-depth information about the profession before students commit in their undergraduate education and by helping reduce attrition before entrance into the workforce. PMID:23182017

Physiology of Exercise for Physical Education and Athletics. Second Edition.

ERIC Educational Resources Information Center

deVries, Herbert A.

This three-part text, which is concerned with human functions under stress of muscular activity, provides a basis for the study of physical fitness and athletic training. Part 1 reviews pertinent areas of basic physiology. Muscles, the nervous system, the heart, respiratory system, exercise metabolism, and the endocrine system are reviewed. Part 2…

Perceptions from Graduates of Professional Athletic Training Programs Involved in Peer-Assisted Learning

ERIC Educational Resources Information Center

Bates, Dana Karlene

2014-01-01

Context: Research has not explored how peer-assisted learning (PAL) impacts graduates once they are practicing as athletic trainers. Peer-assisted learning has been used in a variety of health education settings but there is a lack of data on its effects on the performance of graduates. Objective: To investigate professional graduates'…

An assessment of burnout in undergraduate athletic training education program directors.

PubMed

Walter, Jessica M; Van Lunen, Bonnie L; Walker, Stacy E; Ismaeli, Zahra C; Oñate, James A

2009-01-01

Athletic training education program directors (ATEPDs) often manage their time among students, program administration, and patient care. To assess the level of burnout in ATEPDs and to determine the relationship between burnout and various demographics of ATEPDs. Cross-sectional study. Public and private colleges and universities nationwide. Two hundred forty-nine ATEPDs of undergraduate athletic training education programs accredited by the Commission on Accreditation of Athletic Training Education. We administered the Maslach Burnout Inventory (MBI) to all participants. The MBI consisted of 21 items assessing 3 characteristics of burnout: emotional exhaustion, depersonalization, and personal accomplishment. Another component of the survey requested demographic information about the ATEPDs. We used univariate, multivariate, and factorial analyses of variance with the alpha level set a priori at .05. We also calculated Pearson product moment correlation coefficients. Women had greater emotional exhaustion than men (20.67 +/- 9.43 and 16.47 +/- 9.64, respectively) (P = .001). The difference between tenure-status groups for emotional exhaustion was significant (P = .014), with tenure-track ATEPDs scoring higher on emotional exhaustion than tenured ATEPDs. Pearson product moment correlation coefficients revealed a weak negative relationship among emotional exhaustion and age (r = -0.263, P < .001), years of program director experience (r = -0.157, P = .013), and years at current job (r = -0.162, P = .010), indicating that as ATEPDs aged, gained more experience, and stayed in their current jobs, their emotional exhaustion scores decreased. There was also a weak negative relationship between age and depersonalization (r = -0.171, P = .007). There was a weak positive relationship between years at current job and personal accomplishment (r = 0.197, P = .002). We found that ATEPDs experienced a moderate form of emotional exhaustion burnout and low depersonalization and personal accomplishment burnout, with women experiencing greater emotional exhaustion than males. Additionally, ATEPDs in tenure-track positions experienced greater emotional exhaustion than tenured ATEPDs. The ATEPDs need to obtain healthy coping strategies early within their directorships to manage components related to burnout.

Running Injuries During Adolescence and Childhood.

PubMed

Krabak, Brian J; Snitily, Brian; Milani, Carlo J E

2016-02-01

The popularity of running among young athletes has significantly increased over the past few decades. As the number of children who participate in running increases, so do the potential number of injuries to this group. Proper care of these athletes includes a thorough understanding of the unique physiology of the skeletally immature athlete and common injuries in this age group. Treatment should focus on athlete education, modification of training schedule, and correction of biomechanical deficits contributing to injury. Early identification and correction of these factors will allow a safe return to running sports. Copyright © 2016 Elsevier Inc. All rights reserved.

Longitudinal Study Evaluating Postural Balance of Young Athletes.

PubMed

Steinberg, Nili; Nemet, Dan; Pantanowitz, Michal; Zeev, Aviva; Hallumi, Monder; Sindiani, Mahmood; Meckel, Yoav; Eliakim, Alon

2016-02-01

Repeated anaerobic conditions during athletic performance may cause general and local fatigue that result in postural balance deficit. Evidence suggests that improved postural balance during athletic training may decrease the risk for fallings and traumatic injuries among athletes. Twenty athletes (12 girls, 8 boys) and 20 controls (12 girls, 8 boys) ages 10-15 years participated in the current study. All athletes were active in an 8-month physical activity program, 3 times per week for 90 min., specific to basketball, soccer, or athletic training. The control children participated in physical education at school only, with no involvement in organized extracurricular sports. All participants were evaluated for postural balance in three assessments over one year (at 4-mo intervals); the Interactive Balance System machine (Tetrax device) was used to assess balance at three test times (pre-, post-, and 10 min) after a session of a repeated sprint anaerobic test, consisting of 12 × 20 m run starting every 20 sec. The athletes had better postural balance than controls. There were different group patterns of change over the sessions; a significant interaction of session and group indicated that postural balance of the groups differed. The contribution of low sway frequencies (F1) and high sway frequencies (F6) differed between the controls and the athletes group. Results suggested that although athletes had better postural balance, improvement should be encouraged during training over the sessions and seasons, with special awareness of the balance deficit that occurs immediately after anaerobic stress and at the end of the season, to decrease the risk of injuries. © The Author(s) 2016.

Weight loss through dehydration in amateur wrestling.

PubMed

Yarrows, S A

1988-04-01

The desire of the intense, highly competitive athlete to alter body weight without medical supervision commonly results in ineffective, hazardous, and counterproductive abuses that may often endanger health and may affect final growth potential in young wrestlers. Corrective nutrition practices are critical for the endurance athlete to train, compete, and avoid injuries effectively. The best preventive measure may be the education of wrestlers, parents, and coaches about the consequences of rapid and extreme weight loss and the significant role nutrition plays in successful training and competition for the endurance athlete, fluid replacement being a key concern. For as long as wrestlers are required to compete in different weight categories, the popular practice of competing at the lowest possible weight will probably continue. The best course of action nutrition professionals can take is to become acutely aware of the unique nutritional concerns of these athletes in order to make this practice as safe as possible.

Managing Heteronormativity and Homonegativity in Athletic Training: In and Beyond the Classroom

PubMed Central

Maurer-Starks, Suanne S; Clemons, Heather L; Whalen, Shannon L

2008-01-01

Context: As an allied health professional working in various settings, an athletic trainer (AT) is responsible for the health care of a highly diverse population. More often than not, this diversity is defined by the visible, such as race or sex. However, diversity encompasses many more variables than these observable factors and includes sexual orientation. Efforts have been made to educate ATs about issues related to sex and race; however, sexual orientation typically has not been addressed, although ATs have treated and will continue to treat lesbian, gay, and bisexual (LGB) patients. Objective: To introduce ATs (educators and practicing clinicians) to the concept of heteronormativity, its effect on society, and its influences on the manner in which they teach athletic training students and deliver health care to their patients. Data Collection and Analysis: We searched various databases, including MEDLINE, ERIC, SportDiscus, and CINAHL Information Systems using the terms bisexual, diversity, gay, heteronormativity, homophobia in sport, and lesbian. Pertinent articles were cross-referenced to gain additional information. The literature revealed the historic implications of homonegativity for sport and its effects on those involved in sport culture, including ATs. Conclusions: Future dialogues should focus on innovative strategies for including LGB issues into athletic training curricula and for meeting the needs of students and professionals in addition to patients who identify as LGB. PMID:18523570

Factors Influencing Athletic Training Students' Perceptions of the Athletic Training Profession and Career Choice

ERIC Educational Resources Information Center

Benes, Sarah S.; Mazerolle, Stephanie M.

2014-01-01

Context: Successful athletic training programs should help students develop a desire to work within the athletic training profession while providing adequate preparation for them to enter the workforce. Understanding athletic training students' perceptions of the profession as they leave programs and the factors that influence these…

22 CFR 217.43 - Treatment of students; general.

Code of Federal Regulations, 2013 CFR

2013-04-01

... under any academic, research, occupational training, housing, health, insurance, counseling, financial aid, physical education, athletics, recreation, transportation, other extracurricular, or other..., course of study, or other part of its education program or activity. (d) A recipient to which this...

22 CFR 142.43 - Treatment of students; general.

Code of Federal Regulations, 2011 CFR

2011-04-01

... under any academic, research, occupational, training, housing, health, insurance, counseling, financial aid, physical education, athletics, recreation, transportation, other extracurricular, or other..., course of study, or other part of its education program or activity. (d) A recipient to which this...

22 CFR 142.43 - Treatment of students; general.

Code of Federal Regulations, 2013 CFR

2013-04-01

... under any academic, research, occupational, training, housing, health, insurance, counseling, financial aid, physical education, athletics, recreation, transportation, other extracurricular, or other..., course of study, or other part of its education program or activity. (d) A recipient to which this...

34 CFR 104.43 - Treatment of students; general.

Code of Federal Regulations, 2013 CFR

2013-07-01

... otherwise be subjected to discrimination under any academic, research, occupational training, housing, health insurance, counseling, financial aid, physical education, athletics, recreation, transportation... qualified handicapped student from any course, course of study, or other part of its education program or...

45 CFR 84.43 - Treatment of students; general.

Code of Federal Regulations, 2014 CFR

2014-10-01

... to discrimination under any academic, research, occupational training, housing, health insurance, counseling, financial aid, physical education, athletics, recreation, transportation, other extracurricular... student from any course, course of study, or other part of its education program or activity. (d) A...

34 CFR 104.43 - Treatment of students; general.

Code of Federal Regulations, 2011 CFR

2011-07-01

... otherwise be subjected to discrimination under any academic, research, occupational training, housing, health insurance, counseling, financial aid, physical education, athletics, recreation, transportation... qualified handicapped student from any course, course of study, or other part of its education program or...

45 CFR 84.43 - Treatment of students; general.

Code of Federal Regulations, 2012 CFR

2012-10-01

... to discrimination under any academic, research, occupational training, housing, health insurance, counseling, financial aid, physical education, athletics, recreation, transportation, other extracurricular... student from any course, course of study, or other part of its education program or activity. (d) A...

22 CFR 217.43 - Treatment of students; general.

Code of Federal Regulations, 2012 CFR

2012-04-01

... under any academic, research, occupational training, housing, health, insurance, counseling, financial aid, physical education, athletics, recreation, transportation, other extracurricular, or other..., course of study, or other part of its education program or activity. (d) A recipient to which this...

45 CFR 84.43 - Treatment of students; general.

Code of Federal Regulations, 2013 CFR

2013-10-01

... to discrimination under any academic, research, occupational training, housing, health insurance, counseling, financial aid, physical education, athletics, recreation, transportation, other extracurricular... student from any course, course of study, or other part of its education program or activity. (d) A...

45 CFR 84.43 - Treatment of students; general.

Code of Federal Regulations, 2011 CFR

2011-10-01

... to discrimination under any academic, research, occupational training, housing, health insurance, counseling, financial aid, physical education, athletics, recreation, transportation, other extracurricular... student from any course, course of study, or other part of its education program or activity. (d) A...

22 CFR 142.43 - Treatment of students; general.

Code of Federal Regulations, 2012 CFR

2012-04-01

... under any academic, research, occupational, training, housing, health, insurance, counseling, financial aid, physical education, athletics, recreation, transportation, other extracurricular, or other..., course of study, or other part of its education program or activity. (d) A recipient to which this...

22 CFR 142.43 - Treatment of students; general.

Code of Federal Regulations, 2014 CFR

2014-04-01

... under any academic, research, occupational, training, housing, health, insurance, counseling, financial aid, physical education, athletics, recreation, transportation, other extracurricular, or other..., course of study, or other part of its education program or activity. (d) A recipient to which this...

34 CFR 104.43 - Treatment of students; general.

Code of Federal Regulations, 2012 CFR

2012-07-01

... otherwise be subjected to discrimination under any academic, research, occupational training, housing, health insurance, counseling, financial aid, physical education, athletics, recreation, transportation... qualified handicapped student from any course, course of study, or other part of its education program or...

22 CFR 217.43 - Treatment of students; general.

Code of Federal Regulations, 2011 CFR

2011-04-01

... under any academic, research, occupational training, housing, health, insurance, counseling, financial aid, physical education, athletics, recreation, transportation, other extracurricular, or other..., course of study, or other part of its education program or activity. (d) A recipient to which this...

22 CFR 217.43 - Treatment of students; general.

Code of Federal Regulations, 2014 CFR

2014-04-01

... under any academic, research, occupational training, housing, health, insurance, counseling, financial aid, physical education, athletics, recreation, transportation, other extracurricular, or other..., course of study, or other part of its education program or activity. (d) A recipient to which this...

34 CFR 104.43 - Treatment of students; general.

Code of Federal Regulations, 2014 CFR

2014-07-01

... otherwise be subjected to discrimination under any academic, research, occupational training, housing, health insurance, counseling, financial aid, physical education, athletics, recreation, transportation... qualified handicapped student from any course, course of study, or other part of its education program or...

Position stand on androgen and human growth hormone use.

PubMed

Hoffman, Jay R; Kraemer, William J; Bhasin, Shalender; Storer, Thomas; Ratamess, Nicholas A; Haff, G Gregory; Willoughby, Darryn S; Rogol, Alan D

2009-08-01

Hoffman, JR, Kraemer, WJ, Bhasin, S, Storer, T, Ratamess, NA, Haff, GG, Willoughby, DS, and Rogol, AD. Position stand on Androgen and human growth hormone use. J Strength Cond Res 23(5): S1-S59, 2009-Perceived yet often misunderstood demands of a sport, overt benefits of anabolic drugs, and the inability to be offered any effective alternatives has fueled anabolic drug abuse despite any consequences. Motivational interactions with many situational demands including the desire for improved body image, sport performance, physical function, and body size influence and fuel such negative decisions. Positive countermeasures to deter the abuse of anabolic drugs are complex and yet unclear. Furthermore, anabolic drugs work and the optimized training and nutritional programs needed to cut into the magnitude of improvement mediated by drug abuse require more work, dedication, and preparation on the part of both athletes and coaches alike. Few shortcuts are available to the athlete who desires to train naturally. Historically, the NSCA has placed an emphasis on education to help athletes, coaches, and strength and conditioning professionals become more knowledgeable, highly skilled, and technically trained in their approach to exercise program design and implementation. Optimizing nutritional strategies are a vital interface to help cope with exercise and sport demands (). In addition, research-based supplements will also have to be acknowledged as a strategic set of tools (e.g., protein supplements before and after resistance exercise workout) that can be used in conjunction with optimized nutrition to allow more effective adaptation and recovery from exercise. Resistance exercise is the most effective anabolic form of exercise, and over the past 20 years, the research base for resistance exercise has just started to develop to a significant volume of work to help in the decision-making process in program design (). The interface with nutritional strategies has been less studied, yet may yield even greater benefits to the individual athlete in their attempt to train naturally. Nevertheless, these are the 2 domains that require the most attention when trying to optimize the physical adaptations to exercise training without drug use.Recent surveys indicate that the prevalence of androgen use among adolescents has decreased over the past 10-15 years (). The decrease in androgen use among these students may be attributed to several factors related to education and viable alternatives (i.e., sport supplements) to substitute for illegal drug use. Although success has been achieved in using peer pressure to educate high school athletes on behaviors designed to reduce the intent to use androgens (), it has not had the far-reaching effect desired. It would appear that using the people who have the greatest influence on adolescents (coaches and teachers) be the primary focus of the educational program. It becomes imperative that coaches provide realistic training goals for their athletes and understand the difference between normal physiological adaptation to training or that is pharmaceutically enhanced. Only through a stringent coaching certification program will academic institutions be ensured that coaches that they hire will have the minimal knowledge to provide support to their athletes in helping them make the correct choices regarding sport supplements and performance-enhancing drugs.The NSCA rejects the use of androgens and hGH or any performance-enhancing drugs on the basis of ethics, the ideals of fair play in competition, and concerns for the athlete's health. The NSCA has based this position stand on a critical analysis of the scientific literature evaluating the effects of androgens and human growth hormone on human physiology and performance. The use of anabolic drugs to enhance athletic performance has become a major concern for professional sport organizations, sport governing bodies, and the federal government. It is the belief of the NSCA that through education and research we can mitigate the abuse of androgens and hGH by athletes. Due to the diversity of testosterone-related drugs and molecules, the term androgens is believed to be a more appropriate term for anabolic steroids.

Education for Jobs; The Great Training Robbery.

ERIC Educational Resources Information Center

Berg, Ivar

Dr. Berg's study, based on extensive data, challenges some conventional assumptions about the relationship between education and jobs--many workers are overeducated for their jobs; salaries are not necessarily closely related to education; many teachers and social workers earn less than plumbers and professional athletes; an employee's…

38 CFR 18.443 - General treatment of students.

Code of Federal Regulations, 2012 CFR

2012-07-01

... subjected to discrimination under any academic, research, occupational training, housing, health insurance, counseling, financial aid, physical education, athletics, recreation, transportation, other extracurricular..., course of study, or other part of its education program or activity. (d) A recipient shall operate its...

45 CFR 605.43 - Treatment of students; general.

Code of Federal Regulations, 2013 CFR

2013-10-01

... subjected to discrimination under any academic, research, occupational training, housing, health insurance, counseling, financial aid, physical education, athletics, recreation, transportation, other extracurricular... student from any course, course of study, or other part of its education program or activity. (d) A...

15 CFR 8b.21 - Treatment of students.

Code of Federal Regulations, 2011 CFR

2011-01-01

... subjected to discrimination under any academic research, occupational training, housing, health insurance, counseling, financial aid, physical education, athletics, recreation, transportation, other extracurricular... student from any course or study, or other part of its education program or activity. (d) A recipient to...

45 CFR 605.43 - Treatment of students; general.

Code of Federal Regulations, 2011 CFR

2011-10-01

... subjected to discrimination under any academic, research, occupational training, housing, health insurance, counseling, financial aid, physical education, athletics, recreation, transportation, other extracurricular... student from any course, course of study, or other part of its education program or activity. (d) A...

38 CFR 18.443 - General treatment of students.

Code of Federal Regulations, 2011 CFR

2011-07-01

... subjected to discrimination under any academic, research, occupational training, housing, health insurance, counseling, financial aid, physical education, athletics, recreation, transportation, other extracurricular..., course of study, or other part of its education program or activity. (d) A recipient shall operate its...

15 CFR 8b.21 - Treatment of students.

Code of Federal Regulations, 2014 CFR

2014-01-01

... subjected to discrimination under any academic research, occupational training, housing, health insurance, counseling, financial aid, physical education, athletics, recreation, transportation, other extracurricular... student from any course or study, or other part of its education program or activity. (d) A recipient to...

38 CFR 18.443 - General treatment of students.

Code of Federal Regulations, 2013 CFR

2013-07-01

... subjected to discrimination under any academic, research, occupational training, housing, health insurance, counseling, financial aid, physical education, athletics, recreation, transportation, other extracurricular..., course of study, or other part of its education program or activity. (d) A recipient shall operate its...

15 CFR 8b.21 - Treatment of students.

Code of Federal Regulations, 2013 CFR

2013-01-01

... subjected to discrimination under any academic research, occupational training, housing, health insurance, counseling, financial aid, physical education, athletics, recreation, transportation, other extracurricular... student from any course or study, or other part of its education program or activity. (d) A recipient to...

45 CFR 605.43 - Treatment of students; general.

Code of Federal Regulations, 2014 CFR

2014-10-01

... subjected to discrimination under any academic, research, occupational training, housing, health insurance, counseling, financial aid, physical education, athletics, recreation, transportation, other extracurricular... student from any course, course of study, or other part of its education program or activity. (d) A...

38 CFR 18.443 - General treatment of students.

Code of Federal Regulations, 2014 CFR

2014-07-01

... subjected to discrimination under any academic, research, occupational training, housing, health insurance, counseling, financial aid, physical education, athletics, recreation, transportation, other extracurricular..., course of study, or other part of its education program or activity. (d) A recipient shall operate its...

15 CFR 8b.21 - Treatment of students.

Code of Federal Regulations, 2012 CFR

2012-01-01

... subjected to discrimination under any academic research, occupational training, housing, health insurance, counseling, financial aid, physical education, athletics, recreation, transportation, other extracurricular... student from any course or study, or other part of its education program or activity. (d) A recipient to...

45 CFR 605.43 - Treatment of students; general.

Code of Federal Regulations, 2012 CFR

2012-10-01

... subjected to discrimination under any academic, research, occupational training, housing, health insurance, counseling, financial aid, physical education, athletics, recreation, transportation, other extracurricular... student from any course, course of study, or other part of its education program or activity. (d) A...

Retention Initiatives Used by Professional Bachelor's Athletic Training Program Directors

ERIC Educational Resources Information Center

Bowman, Thomas G.; Mazerolle, Stephanie M.; Dodge, Thomas M.

2016-01-01

Context: Retaining athletic training students has been identified as problematic by approximately half of athletic training program (ATP) directors. It is unknown what ATP directors do to improve athletic training student retention. Objective: To identify initiatives that ATP directors use to improve the retention rates of athletic training…

Preceptors' Perceptions of the Preparation and Qualifications for the Preceptor Role

ERIC Educational Resources Information Center

Nottingham, Sara

2015-01-01

Context: The 2012 Commission on Accreditation of Athletic Training Education (CAATE) standards include several changes that allow more institutional autonomy when determining the qualifications and preparation of preceptors. Clinical education coordinators (CECs) must make educated decisions in this area, yet minimal research exists to guide their…

Program Directors' Perceptions of Undergraduate Athletic Training Student Retention

PubMed Central

Bowman, Thomas G.; Hertel, Jay; Mazerolle, Stephanie M.; Dodge, Thomas M.; Wathington, Heather D.

2015-01-01

Context: The average retention rate for students enrolled in undergraduate athletic training programs (ATPs) nationwide has been reported to be 81%, and slightly more than half of program directors (PDs) have indicated that retention of athletic training students (ATSs) is a problem. However, why PDs do or do not believe ATS retention is problematic is unknown. Objective: To determine why PDs do or do not believe ATS retention is problematic. Design: Qualitative study. Setting: Undergraduate ATPs. Patients or Other Participants: We obtained responses from 177 of the 343 PDs (51.6%). Using data saturation as a guide, we randomly selected 16 PDs from the survey responses to participate in follow-up telephone interviews; 8 believed retention was a problem and 8 did not. Data Collection and Analysis: During audio-recorded telephone interviews, we asked PDs why they thought retention was or was not a problem for athletic training education. Following verbatim transcription, we used grounded theory to analyze the interview data and maintained trustworthiness by using intercoder agreement, member checks, and peer review. Results: Program directors believed that retaining ATSs was a problem because students lack information regarding athletic training and the rigor of the ATP. Program directors were consistent in their perception that ATPs do not have a retention challenge because of the use of a secondary admissions process. This finding was likely based on personal use of a secondary admissions process in the ATPs these PDs lead. Conclusions: Program directors who lead ATPs that struggle to retain ATSs should consider using a secondary admissions process. During the preprofessional phase of the ATP, faculty and staff should work to socialize students to the demands of the ATP and the professional lives of athletic trainers. PMID:25259613

Program directors' perceptions of undergraduate athletic training student retention.

PubMed

Bowman, Thomas G; Hertel, Jay; Mazerolle, Stephanie M; Dodge, Thomas M; Wathington, Heather D

2015-02-01

The average retention rate for students enrolled in undergraduate athletic training programs (ATPs) nationwide has been reported to be 81%, and slightly more than half of program directors (PDs) have indicated that retention of athletic training students (ATSs) is a problem. However, why PDs do or do not believe ATS retention is problematic is unknown. To determine why PDs do or do not believe ATS retention is problematic. Qualitative study. Undergraduate ATPs. We obtained responses from 177 of the 343 PDs (51.6%). Using data saturation as a guide, we randomly selected 16 PDs from the survey responses to participate in follow-up telephone interviews; 8 believed retention was a problem and 8 did not. During audio-recorded telephone interviews, we asked PDs why they thought retention was or was not a problem for athletic training education. Following verbatim transcription, we used grounded theory to analyze the interview data and maintained trustworthiness by using intercoder agreement, member checks, and peer review. Program directors believed that retaining ATSs was a problem because students lack information regarding athletic training and the rigor of the ATP. Program directors were consistent in their perception that ATPs do not have a retention challenge because of the use of a secondary admissions process. This finding was likely based on personal use of a secondary admissions process in the ATPs these PDs lead. Program directors who lead ATPs that struggle to retain ATSs should consider using a secondary admissions process. During the preprofessional phase of the ATP, faculty and staff should work to socialize students to the demands of the ATP and the professional lives of athletic trainers.

Perceived importance of weight training to selected NCAA Division III men and women student-athletes.

PubMed

Poiss, Candice C; Sullivan, Patricia A; Paup, Donald C; Westerman, Beverly J

2004-02-01

The purpose of this study was to examine differences in perception of the importance of weight training as a part of general and sport-specific training for selected collegiate men and women student-athletes. Subjects included 139 men and 165 women varsity National Collegiate Athletic Association Division III student-athletes who participated in the following sports: baseball, basketball, field hockey, football, lacrosse, soccer, softball, swimming, tennis, track & field, or volleyball. Men student-athletes were significantly more likely to consider weight training essential to their general and sport-specific training than women student-athletes, as measured by the Training Information Survey. Additionally, men student-athletes were found to be significantly more competitive and win-oriented than women student-athletes (p < 0.001) as measured by the Sport Orientation Questionnaire, which is consistent with previous research. Results also showed that only highly goal-oriented student-athletes perceived weight training as: (a) important to both men and women and (b) having both feminine and masculine traits. It was concluded that significant gender differences exist in the perceived importance of weight training and that the constructs of competitiveness, win and goal orientation, may influence a student-athlete's perception of the importance of weight training. Coaches of both men and women student-athletes must teach that weight training is important for female and male student-athletes.

Body Image of Highly Trained Female Athletes Engaged in Different Types of Sport.

PubMed

Kantanista, Adam; Glapa, Agata; Banio, Adrianna; Firek, Wiesław; Ingarden, Anna; Malchrowicz-Mośko, Ewa; Markiewicz, Paweł; Płoszaj, Katarzyna; Ingarden, Mateusz; Maćkowiak, Zuzanna

2018-01-01

The aim of the study was to evaluate differences in body image across different types of sports in highly trained female athletes. 242 female individuals, aged 13-30 years (M = 20.0, SD = 4.5), representing aesthetic sports ( n = 56) and nonaesthetic sports ( n = 186), were recruited from different sports clubs in Poland. Body image, BMI, age, the level of competition attained, and the training background of participants were recorded. One-way ANOVA showed differences in the body image of athletes engaged in different types of sport ( F (11,230) = 4.10, p < 0.001, and η 2 = 0.16). The model predicting the body image of female athletes was significant ( F (5,236) = 10.40, p < 0.001); the adjusted R 2 = 0.163. Type of sport explained 7.1% ( β = -0.263, p < 0.001), age explained 4.5% ( β = 0.341, p < 0.001), BMI explained 3.6% ( β = -0.230, p < 0.001), and level of competition explained 0.9% ( β = 0.153, p < 0.05) of variance in body image. The findings provide vital new knowledge which can be used by researchers and practitioners in designing educational programs on weight-related behaviors in female athletes. Such programs should be implemented especially in young female athletes participating in high-level sporting activities at an early stage.

Body Image of Highly Trained Female Athletes Engaged in Different Types of Sport

PubMed Central

Glapa, Agata; Banio, Adrianna; Firek, Wiesław; Ingarden, Anna; Malchrowicz-Mośko, Ewa; Markiewicz, Paweł; Płoszaj, Katarzyna; Ingarden, Mateusz; Maćkowiak, Zuzanna

2018-01-01

Background The aim of the study was to evaluate differences in body image across different types of sports in highly trained female athletes. Methods 242 female individuals, aged 13–30 years (M = 20.0, SD = 4.5), representing aesthetic sports (n = 56) and nonaesthetic sports (n = 186), were recruited from different sports clubs in Poland. Body image, BMI, age, the level of competition attained, and the training background of participants were recorded. Results One-way ANOVA showed differences in the body image of athletes engaged in different types of sport (F(11,230) = 4.10, p < 0.001, and η2 = 0.16). The model predicting the body image of female athletes was significant (F(5,236) = 10.40, p < 0.001); the adjusted R2 = 0.163. Type of sport explained 7.1% (β = –0.263, p < 0.001), age explained 4.5% (β = 0.341, p < 0.001), BMI explained 3.6% (β = –0.230, p < 0.001), and level of competition explained 0.9% (β = 0.153, p < 0.05) of variance in body image. Conclusions The findings provide vital new knowledge which can be used by researchers and practitioners in designing educational programs on weight-related behaviors in female athletes. Such programs should be implemented especially in young female athletes participating in high-level sporting activities at an early stage. PMID:29662894

The effect of low extremity plyometric training on back muscle power of high school throwing event athletes.

PubMed

Park, Gi Duck; Lee, Joong Chul; Lee, Juri

2014-01-01

[Purpose] The physical strength elements required for athletic throwing events include muscle strength, swiftness, agility, speed, flexibility, and physical balance. Although plyometric training and weight training are implemented as representative training methods for improving swiftness and agility, most studies of it have been conducted with players of other sports. [Subjects] The study subjects were 10 throwing event athletes attending K physical education high school. The subjects were randomly assigned to a control group of five subjects and an experimental group of five subjects. To analyze the body composition, an Inbody 3.0 instrument (Biospace, Korea) was used as experimental equipment to measure heights, weight, body fat percentages, and muscle masses and a Biodex system 4.0 (BIODEX, USA) was used to measure isokinetic muscle-joint and lumbar muscle strengths. The plyometric training consisted of 15 techniques out of the training methods introduced in the 'Power up plyometric training'. The plyometric program was implemented without any training load three times per week during daybreak exercises for the experimental group. The number of times and the number of sets were changed over time as follows: three sets of 10 times in the 1st -4th weeks, three sets of 15 times in the 5th-8th weeks, and five sets of 15 times in the 9th-12th weeks. [Results] According to the ANCOVA results of lumbar extensor muscle strength at 60°/sec, the overall reliability of the model was significant. According to the ANCOVA results of lumbar flexor muscle strength at 60°/sec, the overall reliability of the model was significant. [Conclusion] Plyometric training positively affected high school throwing event athletes. To summarize the study findings, the application of plyometric training with high intensity and loads improved the results of athletes who perform highly intensive exercises at normal times.

Outcomes of a Peer Assessment/Feedback Training Program in an Undergraduate Sports Medicine Course

ERIC Educational Resources Information Center

Marty, Melissa Catherine

2010-01-01

Peer assessment/feedback is clearly occurring in athletic training education programs. However, it remains unclear whether students would improve their ability to assess their peers and provide corrective feedback if they received formal training in how to do so. The purpose of this study was to determine the following: (1) if a peer…

Limits of Human Performance. Annual Meeting (56th, Eugene, Oregon, July 19-26, 1984). American Academy of Physical Education Papers, No. 18.

ERIC Educational Resources Information Center

Clarke, David H., Ed.; Eckert, Helen M., Ed.

The following papers are included in this collection: (1) "The Scientific Study of Athletes and Athletics" (Henry J. Montoye); (2) "The Limits of Human Performance" (David H. Clarke); (3) "Observations of Extraordinary Performances in an Extreme Environment and in a Training Environment" (E.R. Buskirk); (4) "Metabolic Requirements of Distance…

The running athlete: stress fractures, osteitis pubis, and snapping hips.

PubMed

Henning, P Troy

2014-03-01

Pelvic stress fractures, osteitis pubis, and snapping hip syndrome account for a portion of the overuse injuries that can occur in the running athlete. PUBMED SEARCHES WERE PERFORMED FOR EACH ENTITY USING THE FOLLOWING KEYWORDS: snapping hip syndrome, coxa sultans, pelvic stress fracture, and osteitis pubis from 2008 to 2013. Topic reviews, case reports, case series, and randomized trials were included for review. Clinical review. Level 4. Collectively, 188 articles were identified. Of these, 58 were included in this review. Based on the available evidence, the majority of these overuse injuries can be managed non-operatively. Primary treatment should include removal from offending activity, normalizing regional muscle strength/length imbalances and nutritional deficiencies, and mitigating training errors through proper education of the athlete and training staff. C.

Prevalence of poor sleep quality, sleepiness and obstructive sleep apnoea risk factors in athletes.

PubMed

Swinbourne, Richard; Gill, Nicholas; Vaile, Joanna; Smart, Daniel

2016-10-01

Despite the perceived importance of sleep for athletes, little is known regarding athlete sleep quality, their prevalence of daytime sleepiness or risk factors for obstructive sleep apnoea (OSA) such as snoring and witnessed apnoeic episodes. The purpose of the present study was to characterise normative sleep quality among highly trained team sport athletes. 175 elite or highly trained rugby sevens, rugby union and cricket athletes completed the Pittsburgh Sleep Quality Index (PSQI), Epworth Sleepiness Score (ESS) and Quality of Life questionnaires and an OSA risk factor screen. On average, athletes reported 7.9 ± 1.3 h of sleep per night. The average PSQI score was 5.9 ± 2.6, and 50% of athletes were found to be poor sleepers (PSQI > 5). Daytime sleepiness was prevalent throughout the population (average global score of 8.5) and clinically significant (ESS score of ≥10) in 28% of athletes. OSA may be an important clinical consideration within athletic populations, as a considerable number of athletes (38%) defined themselves as snorers and 8% reported having a witnessed apnoeic episode. The relationship between self-rated sleep quality and actual PSQI score was strong (Pearson correlation of 0.4 ± 0.1, 90% confidence limits). These findings suggest that this cohort of team sport athletes suffer a preponderance of poor sleep quality, with associated high levels of daytime sleepiness. Athletes should receive education about how to improve sleep wake schedules, extend total sleep time and improve sleep quality.

A Time for Reflection: Should We Reconsider the Direct Supervision Standard in Clinical Education?

ERIC Educational Resources Information Center

Mazerolle, Stephanie M.; Bowman, Thomas G.

2017-01-01

Context: Educational reform is occurring again in athletic training. The profession, at this time, should reflect on the structure of clinical education, particularly with direct supervision. Clinical education plays a critical role in the development of future practitioners and should provide students with a chance to gain autonomous experience,…

The Effect of Low Extremity Plyometric Training on Back Muscle Power of High School Throwing Event Athletes

PubMed Central

Park, Gi Duck; Lee, Joong Chul; Lee, Juri

2014-01-01

[Purpose] The physical strength elements required for athletic throwing events include muscle strength, swiftness, agility, speed, flexibility, and physical balance. Although plyometric training and weight training are implemented as representative training methods for improving swiftness and agility, most studies of it have been conducted with players of other sports. [Subjects] The study subjects were 10 throwing event athletes attending K physical education high school. The subjects were randomly assigned to a control group of five subjects and an experimental group of five subjects. To analyze the body composition, an Inbody 3.0 instrument (Biospace, Korea) was used as experimental equipment to measure heights, weight, body fat percentages, and muscle masses and a Biodex system 4.0 (BIODEX, USA) was used to measure isokinetic muscle-joint and lumbar muscle strengths. The plyometric training consisted of 15 techniques out of the training methods introduced in the ‘Power up plyometric training’. The plyometric program was implemented without any training load three times per week during daybreak exercises for the experimental group. The number of times and the number of sets were changed over time as follows: three sets of 10 times in the 1st −4th weeks, three sets of 15 times in the 5th–8th weeks, and five sets of 15 times in the 9th−12th weeks. [Results] According to the ANCOVA results of lumbar extensor muscle strength at 60°/sec, the overall reliability of the model was significant. According to the ANCOVA results of lumbar flexor muscle strength at 60°/sec, the overall reliability of the model was significant. [Conclusion] Plyometric training positively affected high school throwing event athletes. To summarize the study findings, the application of plyometric training with high intensity and loads improved the results of athletes who perform highly intensive exercises at normal times. PMID:24567698

College Should Be an Intellectual Workout

ERIC Educational Resources Information Center

Malesic, Jonathan

2013-01-01

The physical fitness required to perform complex athletic feats has a parallel in the intellectual fitness it takes to perform complex mental tasks. At the heart of liberal education sits the idea that moderate training in several disciplines is better than intensive training in just one. Through exercising students' abilities in interpreting…

Collegiate coaches' knowledge of the female athlete triad in relation to sport type.

PubMed

Frideres, Jillian E; Mottinger, Sue G; Palao, José M

2016-03-01

The purpose of this study was to determine what coaches of female athletes know about the three components of the female athlete triad with regard to type of sport coached and the characteristics of the coach. The sample consisted of 309 NCAA Division I coaches of female athletes in the sports of: sports with subjective scoring of performance (gymnastics and diving), low body weight sports (cross country and rowing), revealing or fitted clothing (volleyball and swimming), and other (soccer and basketball). An original, self-report questionnaire, and a 4-point Likert scale to measure confidence in answer was used. The variables were: knowledge, confidence, and coach's characteristics (coach's gender, degree held, years of experience in coaching females, continuing education participation specific to the triad and triad components, and type of sport coached). Coaches of low body weight sports scored significantly higher than both coaches of sports requiring fitted clothing and "other" sports in the overall score. They further had significantly more confidence in their answers than coaches of "other" sports. No significant differences in the overall score in any of the types of sport or total values were found regarding gender, experience, and degree. Coaches who had received training about the triad or its components scored significantly higher than coaches who did not receive training. The results demonstrated a lack of information among coaches and that participating in formative training can help to reduce this problem. The results found can help in the design of continuing education for coaches.

Athletic Training Education: There's an App for That

ERIC Educational Resources Information Center

Keeley, Kim; Potteiger, Kelly; Brown, Christopher D.

2015-01-01

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…

Approved Clinical Instructors' Perspectives on Implementation Strategies in Evidence-Based Practice for Athletic Training Students

PubMed Central

Hankemeier, Dorice A.; Van Lunen, Bonnie L.

2011-01-01

Context: Understanding implementation strategies of Approved Clinical Instructors (ACIs) who use evidence-based practice (EBP) in clinical instruction will help promote the use of EBP in clinical practice. Objective: To examine the perspectives and experiences of ACIs using EBP concepts in undergraduate athletic training education programs to determine the importance of using these concepts in clinical practice, clinical EBP implementation strategies for students, and challenges of implementing EBP into clinical practice while mentoring and teaching their students. Design: Qualitative study. Setting: Telephone interviews. Patients or Other Participants: Sixteen ACIs (11 men, 5 women; experience as a certified athletic trainer = 10 ± 4.7 years, experience as an ACI = 6.8 ± 3.9 years) were interviewed. Data Collection and Analysis: We interviewed each participant by telephone. Interview transcripts were analyzed and coded for common themes and subthemes regarding implementation strategies. Established themes were triangulated through peer review and member checking to verify the data. Results: The ACIs identified EBP implementation as important for validation of the profession, changing paradigm shift, improving patient care, and improving student educational experiences. They promoted 3 methods of implementing EBP concepts with their students: self-discovery, promoting critical thinking, and sharing information. They assisted students with the steps of EBP and often faced challenges in implementation of the first 3 steps of EBP: defining a clinical question, literature searching, and literature appraisal. Finally, ACIs indicated that modeling the behavior of making clinical decisions based on evidence was the best way to encourage students to continue using EBP. Conclusions: Athletic training education program directors should encourage and recommend specific techniques for EBP implementation in the clinical setting. The ACIs believed that role modeling is a strategy that can be used to promote the use of EBP with students. Training of ACIs should include methods by which to address the steps of the EBP process while still promoting critical thinking. PMID:22488192

High Prevalence of Dehydration and Inadequate Nutritional Knowledge Among University and Club Level Athletes.

PubMed

Magee, Pamela Jane; Gallagher, Alison M; McCormack, Jacqueline M

2017-04-01

Although dehydration of ≥ 2% body weight (BW) loss significantly impairs endurance performance, dehydration remains prevalent among athletes and may be owing to a lack of knowledge in relation to fluid requirements. The aim of this study was to assess the hydration status of university/club level athletes (n = 430) from a range of sports/activities (army officer cadet training; bootcamp training; cycling; Gaelic Athletic Association camogie, football and hurling; golf; hockey; netball; rugby; running (sprinting and endurance); Shotokan karate and soccer) immediately before and after training/competition and to assess their nutritional knowledge. Urine specific gravity (USG) was measured immediately before and after exercise and BW loss during exercise was assessed. Nutritional knowledge was assessed using a validated questionnaire. 31.9% of athletes commenced exercise in a dehydrated state (USG >1.020) with 43.6% of participants dehydrated posttraining/competition. Dehydration was particularly prevalent (>40% of cohort) among karateka, female netball players, army officer cadets, and golfers. Golfers that commenced a competitive 18 hole round dehydrated took a significantly higher number of strokes to complete the round in comparison with their euhydrated counterparts (79.5 ± 2.1 vs. 75.7 ± 3.9 strokes, p = .049). Nutritional knowledge was poor among participants (median total score [IQR]; 52.9% [46.0, 59.8]), albeit athletes who were euhydrated at the start of exercise had a higher overall score in comparison with dehydrated athletes (55.2% vs. 50.6%, p = .001). Findings from the current study, therefore, have significant implications for the education of athletes in relation to their individual fluid requirements around exercise.

Development and validation of a food pyramid for Swiss athletes.

PubMed

Mettler, Samuel; Mannhart, Christof; Colombani, Paolo C

2009-10-01

Food-guide pyramids help translate nutrient goals into a visual representation of suggested food intake on a population level. No such guidance system has ever been specifically designed for athletes. Therefore, the authors developed a Food Pyramid for Swiss Athletes that illustrates the number of servings per food group needed in relation to the training volume of an athlete. As a first step, an average energy expenditure of 0.1 kcal . kg(-1) . min(-1) for exercise was defined, which then was translated into servings of different food groups per hour of exercise per day. Variable serving sizes were defined for athletes' different body-mass categories. The pyramid was validated by designing 168 daily meal plans according to the recommendations of the pyramid for male and female athletes of different body-mass categories and training volumes of up to 4 hr/d. The energy intake of the meal plans met the calculated reference energy requirement by 97% +/- 9%. The carbohydrate and protein intakes were linearly graded from 4.6 +/- 0.6-8.5 +/- 0.8 g . kg(-1) . d(-1) and 1.6 +/- 0.2-1.9 +/- 0.2 g . kg(-1) . d(-1), respectively, for training volumes of 1-4 hr of exercise per day. The average micronutrient intake depended particularly on the dietary energy intake level but was well above the dietary reference intake values for most micronutrients. No tolerable upper intake level was exceeded for any micronutrient. Therefore, this Food Pyramid for Swiss Athletes may be used as a new tool in sports nutrition education (e.g., teaching and counseling).

A Multifactorial Approach to Sport-Related Concussion Prevention and Education: Application of the Socioecological Framework.

PubMed

Register-Mihalik, Johna; Baugh, Christine; Kroshus, Emily; Y Kerr, Zachary; Valovich McLeod, Tamara C

2017-03-01

To offer an overview of sport-related concussion (SRC) prevention and education strategies in the context of the socioecological framework (SEF). Athletic trainers (ATs) will understand the many factors that interact to influence SRC prevention and the implications of these interactions for effective SRC education. Concussion is a complex injury that is challenging to identify and manage, particularly when athletes fail to disclose symptoms to their health care providers. Education is 1 strategy for increasing disclosure. However, limited information addresses how ATs can integrate the many factors that may influence the effectiveness of SRC education into their specific settings. Public health models provide an example through the SEF, which highlights the interplay among various levels of society and sport that can facilitate SRC prevention strategies, including education. For ATs to develop appropriate SRC prevention strategies, a framework for application is needed. A growing body of information concerning SRC prevention indicates that knowledge alone is insufficient to change concussion-related behaviors. The SEF allows this information to be considered at levels such as policy and societal, community, interpersonal (relationships), and intrapersonal (athlete). The use of such a framework will facilitate more comprehensive SRC prevention efforts that can be applied in all athletic training practice settings. Clinical Applications: Athletic trainers can use this information as they plan SRC prevention strategies in their specific settings. This approach will aid in addressing the layers of complexity that exist when developing a concussion-management policy and plan.

Yin and yang, or peas in a pod? Individual-sport versus team-sport athletes and altitude training

PubMed Central

Aughey, Robert J; Buchheit, Martin; Garvican-Lewis, Laura A; Roach, Gregory D; Sargent, Charli; Billaut, François; Varley, Matthew C; Bourdon, Pitre C; Gore, Christopher J

2013-01-01

The question of whether altitude training can enhance subsequent sea-level performance has been well investigated over many decades. However, research on this topic has focused on athletes from individual or endurance sports, with scant number of studies on team-sport athletes. Questions that need to be answered include whether this type of training may enhance team-sport athlete performance, when success in team-sport is often more based on technical and tactical ability rather than physical capacity per se. This review will contrast and compare athletes from two sports representative of endurance (cycling) and team-sports (soccer). Specifically, we draw on the respective competition schedules, physiological capacities, activity profiles and energetics of each sport to compare the similarities between athletes from these sports and discuss the relative merits of altitude training for these athletes. The application of conventional live-high, train-high; live-high, train-low; and intermittent hypoxic training for team-sport athletes in the context of the above will be presented. When the above points are considered, we will conclude that dependent on resources and training objectives, altitude training can be seen as an attractive proposition to enhance the physical performance of team-sport athletes without the need for an obvious increase in training load. PMID:24255910

Program Directors' Perceptions of Professional Bachelor's Athletic Training Student Decisions to Persist and Depart

ERIC Educational Resources Information Center

Bowman, Thomas G.; Hertel, Jay; Mazerolle, Stephanie M.; Dodge, Thomas M.; Wathington, Heather D.

2016-01-01

Context: Recent literature has focused on reasons for athletic training student persistence and departure. However, accredited professional bachelor's athletic training program (ATP) directors' opinions regarding student retention have yet to be studied, to our knowledge. Objective: To determine reasons for athletic training student persistence…

Characteristics of Athletic Training Students That Preceptors Find Desirable

ERIC Educational Resources Information Center

Carr, W. David; Thomas, Spencer; Paulsen, Jenica; Chiu, Jennifer

2016-01-01

Context: Athletic training students acquire clinical hours under the direct supervision of athletic training preceptors. Objective: The purpose of this project was to explore what characteristics preceptors desire in their athletic training students. Design and Setting: Online survey instrument. Patients or Other Participants: A total of 286…

Athletic Training Student Socialization Part II: Socializing the Professional Master's Athletic Training Student

ERIC Educational Resources Information Center

Mazerolle, Stephanie M.; Bowman, Thomas G.; Dodge, Thomas M.

2014-01-01

Context: Professional socialization is a key process in the professional development of athletic training students. Literature has focused on many perspectives regarding socialization and has primarily focused on the undergraduate level. Objective: Gain insights from the program director at professional master's (PM) athletic training programs on…

Professor James M. Tanner and the sport sciences.

PubMed

Malina, Robert M

2012-09-01

Although Tanner was not directly involved in physical education or the sport sciences, several of his papers addressed issues related to research in the area. To consider the implications of selected papers and research projects for the sport sciences. PAPERS AND IMPLICATIONS: Several early papers addressed ratio standards, somatotype and total cholesterol, and anthropometric and somatotype changes associated weight training and cessation of training in young adult men. The papers have, respectively, implications for current studies of allometric scaling, physique and risk factors for cardiovascular and metabolic complications, and responses to training. The survey of athletes at the 1960 Rome Olympic Games not only added to the literature but to some extent also set the stage for subsequent surveys of Olympic athletes in 1968, 1972 and 1976. Although not directly involved in the mixed-longitudinal study of Training of Youth Athletes (TOYA) in several sports, it was conducted in his department. Results from TOYA indicated no influence of systematic training for sport on growth in height, young adult height and sexual maturation. Growth at Adolescence was also a fixture in many graduate programs. Though not a sport scientist, Tanner contributed directly and indirectly to the field.

Planning a sports training program using Adaptive Particle Swarm Optimization with emphasis on physiological constraints.

PubMed

Kumyaito, Nattapon; Yupapin, Preecha; Tamee, Kreangsak

2018-01-08

An effective training plan is an important factor in sports training to enhance athletic performance. A poorly considered training plan may result in injury to the athlete, and overtraining. Good training plans normally require expert input, which may have a cost too great for many athletes, particularly amateur athletes. The objectives of this research were to create a practical cycling training plan that substantially improves athletic performance while satisfying essential physiological constraints. Adaptive Particle Swarm Optimization using ɛ-constraint methods were used to formulate such a plan and simulate the likely performance outcomes. The physiological constraints considered in this study were monotony, chronic training load ramp rate and daily training impulse. A comparison of results from our simulations against a training plan from British Cycling, which we used as our standard, showed that our training plan outperformed the benchmark in terms of both athletic performance and satisfying all physiological constraints.

Accuracy and reliability of peer assessment of athletic training psychomotor laboratory skills.

PubMed

Marty, Melissa C; Henning, Jolene M; Willse, John T

2010-01-01

Peer assessment is defined as students judging the level or quality of a fellow student's understanding. No researchers have yet demonstrated the accuracy or reliability of peer assessment in athletic training education. To determine the accuracy and reliability of peer assessment of athletic training students' psychomotor skills. Cross-sectional study. Entry-level master's athletic training education program. First-year (n  =  5) and second-year (n  =  8) students. Participants evaluated 10 videos of a peer performing 3 psychomotor skills (middle deltoid manual muscle test, Faber test, and Slocum drawer test) on 2 separate occasions using a valid assessment tool. Accuracy of each peer-assessment score was examined through percentage correct scores. We used a generalizability study to determine how reliable athletic training students were in assessing a peer performing the aforementioned skills. Decision studies using generalizability theory demonstrated how the peer-assessment scores were affected by the number of participants and number of occasions. Participants had a high percentage of correct scores: 96.84% for the middle deltoid manual muscle test, 94.83% for the Faber test, and 97.13% for the Slocum drawer test. They were not able to reliably assess a peer performing any of the psychomotor skills on only 1 occasion. However, the φ increased (exceeding the 0.70 minimal standard) when 2 participants assessed the skill on 3 occasions (φ  =  0.79) for the Faber test, with 1 participant on 2 occasions (φ  =  0.76) for the Slocum drawer test, and with 3 participants on 2 occasions for the middle deltoid manual muscle test (φ  =  0.72). Although students did not detect all errors, they assessed their peers with an average of 96% accuracy. Having only 1 student assess a peer performing certain psychomotor skills was less reliable than having more than 1 student assess those skills on more than 1 occasion. Peer assessment of psychomotor skills could be an important part of the learning process and a tool to supplement instructor assessment.

The Running Athlete

PubMed Central

Henning, P. Troy

2014-01-01

Context: Pelvic stress fractures, osteitis pubis, and snapping hip syndrome account for a portion of the overuse injuries that can occur in the running athlete. Evidence Acquisition: PubMed searches were performed for each entity using the following keywords: snapping hip syndrome, coxa sultans, pelvic stress fracture, and osteitis pubis from 2008 to 2013. Topic reviews, case reports, case series, and randomized trials were included for review. Study Design: Clinical review. Level of Evidence: Level 4. Results: Collectively, 188 articles were identified. Of these, 58 were included in this review. Conclusion: Based on the available evidence, the majority of these overuse injuries can be managed non-operatively. Primary treatment should include removal from offending activity, normalizing regional muscle strength/length imbalances and nutritional deficiencies, and mitigating training errors through proper education of the athlete and training staff. Strength of Recommendation Taxonomy: C PMID:24587861

Program Director Perspectives on Athletic Training Student Motivation to Complete Their Professional Athletic Training Degrees

ERIC Educational Resources Information Center

Mazerolle, Stephanie M.; Bowman, Thomas G.; Dodge, Thomas M.

2013-01-01

Context: Student motivation has been linked to persistence until graduation for athletic training students. There is little research, however on ways athletic training programs (ATPs) foster student motivation. Objective: To expand upon the existing literature regarding retention of students in ATPs, specifically examining the concept of student…

Guidelines for Undergraduate Exercise Physiology in a Physical Education Teacher Education Program. Guidance Document

ERIC Educational Resources Information Center

National Association for Sport and Physical Education, 2006

2006-01-01

A course in Exercise Physiology is a common requirement among undergraduate students preparing for a career in physical education, adult fitness, or athletic training. Often, such courses are taught to an assortment of students from a variety of disciplines (Van Donselaar & Leslie, 1990) with an emphasis on physiological principles applied to…

Strength training for athletes: does it really help sports performance?

PubMed

McGuigan, Michael R; Wright, Glenn A; Fleck, Steven J

2012-03-01

The use of strength training designed to increase underlying strength and power qualities in elite athletes in an attempt to improve athletic performance is commonplace. Although the extent to which strength and power are important to sports performance may vary depending on the activity, the associations between these qualities and performance have been well documented in the literature. The purpose of this review is to provide a brief overview of strength training research to determine if it really helps improve athletic performance. While there is a need for more research with elite athletes to investigate the relationship between strength training and athletic performance, there is sufficient evidence for strength training programs to continue to be an integral part of athletic preparation in team sports.

Developing a Short-Term, Faculty-Led Sports Medicine Study Abroad Experience

ERIC Educational Resources Information Center

Jutte, Lisa S.

2011-01-01

Context: While sports medicine study abroad opportunities have recently increased, the literature regarding their development is non-existent in athletic training education literature and very limited in general education literature. Objective: The purpose of this manuscript is to draw upon my experience to describe the essential design elements…

A Sociocultural View of Physical Education and Sport in the People's Republic of China.

ERIC Educational Resources Information Center

Krotee, March L.; Wang, Jin

1989-01-01

This article discusses the evolution of physical education and sport in the People's Republic of China from a sociocultural perspective. Included in the discussion are descriptions of elementary, secondary, and university programs, as well as the recruitment and training process for elite athletes. (IAH)

A Study To Determine the Effect of Resistance Training and Specificity Training on Sprint Times Compared to the Effect of Natural Growth Development of Middle School Age Students.

ERIC Educational Resources Information Center

Havens, Craig M.

The purpose of this study was to determine how physical education teachers and coaches could best help students/athletes increase sprint speed, investigating whether running speed over short distances could be improved significantly through resistance training or specificity training for middle school age students. A total of 70 7th- and 8th-grade…

Sports-specialized intensive training and the risk of injury in young athletes: a clinical case-control study.

PubMed

Jayanthi, Neeru A; LaBella, Cynthia R; Fischer, Daniel; Pasulka, Jacqueline; Dugas, Lara R

2015-04-01

Data are lacking regarding the independent risk of injury related to intense single-sport training or growth rate in young athletes. To determine whether sports specialization, weekly training volumes, and growth rates are associated with increased risk for injury and serious overuse injury in young athletes. Case-control study; Level of evidence, 3. Injured athletes aged 7 to 18 years were recruited from 2 hospital-based sports medicine clinics and compared with healthy controls from affiliated primary care clinics undergoing sports physicals (2010-2013). Participants completed surveys reporting hours per week spent in organized sports, physical education class, and free play, as well as degree of sports specialization and Tanner stage. Heights and weights were measured. Injury details were obtained from athlete surveys and electronic medical records. Of 1214 athletes enrolled, 1190 (50.7% male) had data satisfactory for analysis. There were 822 injured participants (49.5% male; unique injuries, n = 846) and 368 uninjured participants (55% male). Injured athletes were older than uninjured athletes (14.1 ± 2.1 vs. 12.9 ± 2.6 years; P < .001) and reported more total hours of physical activity (19.6 ± 9.2 vs. 17.6 ± 8.9 h/wk; P < .001) and organized sports activity (11.2 ± 2.6 vs. 9.1 ± 6.3 h/wk; P < .01). After accounting for age and hours in sports activity spent per week, sports-specialized training was an independent risk for injury (odds ratio [OR], 1.27; 95% CI, 1.07-1.52; P < .01) and serious overuse injury (OR, 1.36; 95% CI, 1.08-1.72; P < .01). Young athletes participating in more hours of sports per week than number of age in years (OR, 2.07; 95% CI, 1.40-3.05; P < .001) or whose ratio of organized sports to free play time was >2:1 hours/week had increased odds of having a serious overuse injury (OR, 1.87; 95% CI, 1.26-2.76; P < .01). Growth rates were similar between injured and uninjured athletes (4.8 cm/y for both groups; P = .96). Injured young athletes were older and spent more hours per week in organized sports. There is an independent risk of injury and serious overuse injury in young athletes who specialize in a single sport. Growth rate was not related to injury risk. The study data provide guidance for clinicians counseling young athletes and their parents regarding injury risks associated with sports specialization. © 2015 The Author(s).

Relation between muscle mass, motor units and type of training in master athletes.

PubMed

Drey, Michael; Sieber, Cornel C; Degens, Hans; McPhee, Jamie; Korhonen, Marko T; Müller, Klaus; Ganse, Bergita; Rittweger, Jörn

2016-01-01

The aim of this study was to measure the number of motor units and muscle mass in power-trained and endurance-trained master athletes compared with community-dwelling older adults. Seventy-five master athletes (52 power- and 23 endurance-trained athletes) were recruited at the 2012 European Veteran Athletics Championships in Zittau (Germany). One hundred and forty-nine community-dwelling older adults served as controls. In all participants, the motor unit number index (MUNIX) in the hypothenar muscle and whole body muscle mass was determined by bioelectrical impedance analysis (BIA). In both male and female master athletes, there were significant negative correlations between age and muscle mass (female: r = -0·510, P = 0·002; male: r = -0·714, P<0·001). Master athletes showed a weak correlation (r = -0·295, P = 0·010) between MUNIX and age. Master athletes exhibited significantly higher values than the control group with regard to both muscle mass (P = 0·002) and motor units (P = 0·004). Subanalysis showed that only power trained master athletes had both a larger muscle mass (P<0·001) and a higher MUNIX (P = 0·014) than the control group. Among the master athletes, power-trained athletes had a larger (P<0·001) muscle mass than endurance-trained athletes. The present data of master athletes are compatible with the hypothesis of an age-related decline in whole body muscle mass and motor units. Nevertheless, the data suggest that the master athletes' high level of physical activity may protect motoneurons. In addition, power training seems to have a positive effect on muscle mass and could therefore be an effective method of training to prevent sarcopenia. © 2014 Scandinavian Society of Clinical Physiology and Nuclear Medicine. Published by John Wiley & Sons Ltd.

The Size and Scope of Collegiate Athletic Training Facilities and Staffing.

PubMed

Gallucci, Andrew R; Petersen, Jeffrey C

2017-08-01

  Athletic training facilities have been described in terms of general design concepts and from operational perspectives. However, the size and scope of athletic training facilities, along with staffing at different levels of intercollegiate competition, have not been quantified.   To define the size and scope of athletic training facilities and staffing levels at various levels of intercollegiate competition. To determine if differences existed in facilities (eg, number of facilities, size of facilities) and staffing (eg, full time, part time) based on the level of intercollegiate competition.   Cross-sectional study.   Web-based survey.   Athletic trainers (ATs) who were knowledgeable about the size and scope of athletic training programs.   Athletic training facility size in square footage; the AT's overall facility satisfaction; athletic training facility component spaces, including satellite facilities, game-day facilities, offices, and storage areas; and staffing levels, including full-time ATs, part-time ATs, and undergraduate students.   The survey was completed by 478 ATs (response rate = 38.7%) from all levels of competition. Sample means for facilities were 3124.7 ± 4425 ft 2 (290.3 ± 411 m 2 ) for the central athletic training facility, 1013 ± 1521 ft 2 (94 ± 141 m 2 ) for satellite athletic training facilities, 1272 ± 1334 ft 2 (118 ± 124 m 2 ) for game-day athletic training facilities, 388 ± 575 ft 2 (36 ± 53 m 2 ) for athletic training offices, and 424 ± 884 ft 2 (39 ± 82 m 2 ) for storage space. Sample staffing means were 3.8 ± 2.5 full-time ATs, 1.6 ± 2.5 part-time ATs, 25 ± 17.6 athletic training students, and 6.8 ± 7.2 work-study students. Division I schools had greater resources in multiple categories (P < .001). Differences among other levels of competition were not as well defined. Expansion or renovation of facilities in recent years was common, and almost half of ATs reported that upgrades have been approved for the near future.   This study provides benchmark descriptive data on athletic training staffing and facilities. The results (1) suggest that the ATs were satisfied with their facilities and (2) highlight the differences in resources among competition levels.

Evaluation of Iranian college athletes' sport nutrition knowledge.

PubMed

Jessri, Mahsa; Jessri, Maryam; RashidKhani, Bahram; Zinn, Caryn

2010-06-01

The purpose of this study was to assess the nutrition knowledge and the factors determining this knowledge in Iranian college basketball and football athletes. By highlighting gaps in nutrition knowledge of these athletes, sport nutrition professionals may begin to address these gaps by educating athletes with a view toward minimizing injury and enhancing sport performance. Sixty-six basketball and 141 football players (response rate 78.4%) from 4 medical and 8 nonmedical universities in Tehran agreed to participate in this cross-sectional study. A 2-part questionnaire was used; the first part comprised questions identifying demographic information, and the second part comprised a previously well-validated questionnaire on sport nutrition knowledge. The overall knowledge score was 33.2% (+/- 12.3%). Men scored 28.2% (+/- 12.7%), and women, 38.7% (+/- 14.2%). In both genders, the highest score was obtained for the nutrients subcategory, and the supplements subcategory was the most poorly answered. When compared with their peers, a significantly higher score was obtained by women (p < .001), athletes at medical universities (p < .001), and those obtaining nutrition information from reputable sources (p = .03). The coach was cited by 89.4% of athletes as their main source of nutrition information. This study showed that the sport nutrition knowledge of these athletes is inadequate. Considering that this substandard level of knowledge may contribute to poor dietary behaviors, these athletes would benefit from nutrition-related training and education.

How Do World-Class Nordic Combined Athletes Differ From Specialized Cross-Country Skiers and Ski Jumpers in Sport-Specific Capacity and Training Characteristics?

PubMed

Sandbakk, Øyvind; Rasdal, Vegard; Bråten, Steinar; Moen, Frode; Ettema, Gertjan

2016-10-01

To compare sport-specific laboratory capacities and the annual training of world-class Nordic combined (NC) athletes with specialized ski jumpers (SJ) and cross-country (XC) skiers. Five world-class athletes from each sports discipline were compared. Ski jump imitations were performed on a 3-dimensional force plate in NC athletes and SJ, whereas XC skiing characteristics were obtained from submaximal and maximal roller ski skating on a treadmill in NC athletes and XC skiers. In addition, anthropometrics and annual training characteristics were determined. NC athletes demonstrated 9% higher body mass and showed 17% lower vertical speed in the ski jump imitation than SJ (all P < .05). NC athletes had 12% lower body mass and showed 10% lower peak treadmill speed and 12% lower body-mass-normalized peak oxygen uptake than XC skiers (all P < .05). NC athletes performed half the number of ski-jumping-specific sessions and outdoor ski jumps compared with SJ. NC athletes performed 31% less endurance training, mainly caused by lower amounts of low- and moderate-intensity training in the classical technique, whereas high-intensity strength and speed training and endurance training in the skating technique did not differ substantially from XC skiers. To simultaneously optimize endurance, explosive, and technical capacities in 2 different disciplines, world-class NC athletes train approximately two-thirds of the XC skier's endurance training volume and perform one-half of the ski-jump-specific training compared with SJ. Still, the various laboratory capacities differed only 10-17% compared with SJ and XC skiers.

Neuromuscular Training Availability and Efficacy in Preventing Anterior Cruciate Ligament Injury in High School Sports: A Retrospective Cohort Study.

PubMed

Murray, Jared J; Renier, Colleen M; Ahern, Jenny J; Elliott, Barbara A

2017-11-01

To document neuromuscular training (NMT) availability and its relationship to anterior cruciate ligament (ACL) injuries in 4 major high school sports by gender, sport, and rural/urban geography, with the hypothesis that increased exposure to NMT would be associated with fewer ACL injuries. A retrospective cohort study. All Minnesota high schools identified in the Minnesota State High School League (MSHSL) database for fall 2014 boys' football and soccer, and girls' volleyball and soccer. All high school athletic directors were surveyed to report their school's fall 2014 experience; 53.5% returned the survey reporting experience with one or more of the sports. Athletic directors documented each sport's preseason and in-season exposure to NMT (plyometric exercises, proximal/core muscle strengthening, education and feedback regarding proper body mechanics, and aerobics) and licensed athletic trainers. Reported ACL injuries by sport, gender and rural/urban. More than two-thirds of teams incorporated facets of NMT into their sport. Among male athletes, soccer players exposed to licensed athletic trainers experienced significantly fewer ACL injuries (P < 0.005), and NMT was associated with significantly fewer ACL injuries in football (P < 0.05) and soccer (P < 0.05). Female athletes did not demonstrate similar associated improvements, with volleyball injuries associated with increased NMT (P < 0.001), and soccer injuries not associated with NMT. However, girl soccer players in rural settings reported fewer ACL injures compared with urban teams (P < 0.001). Most fall high school sports teams were exposed to NMT, which was associated with fewer ACL injuries for male, but not for female athletes. Improved gender- and sport-specific preventive training programs are indicated.

Perceived protein needs and measured protein intake in collegiate male athletes: an observational study.

PubMed

Fox, Elizabeth A; McDaniel, Jennifer L; Breitbach, Anthony P; Weiss, Edward P

2011-06-21

Protein needs for athletes are likely higher than those for the general population. However, athletes may perceive their protein needs to be excessively high. The purpose of this research was to compare collegiate athletes' perceived protein needs and measured protein intake to the recommended protein intake (RDI) for healthy adults (i.e. 0.8 g/kg/d) and to the maximum beneficial level for strength-trained athletes (i.e. 2.0 g/kg/day). Perceived protein needs were quantified in 42 strength-trained collegiate male athletes by using a survey that asked the athletes to provide their perception about protein needs in specific quantitative terms (i.e. g/kg/d). Perceived protein needs were also determined by having the athletes select a daylong menu that they perceived to have adequate protein content from a collection of 5 isoenergetic menus, which differed in terms of protein content. Actual protein intake was quantified using 3-day food records and nutrient analysis. Single sample t-tests were used to compare protein intake and perceived protein needs to 0.8 g/kg/day and 2.0 g/kg/day. When asked to provide, in quantitative terms, protein needs for athletes, 67% of the athletes indicated "do not know." Of the remaining 33% of athletes, all gave values greater than 2.0 g/kg/d (mean 21.5 ± 11.2 g/kg/d, p = 0.14 vs. 2.0 g/kg/d). Based on the menu selection method for determining perceived protein needs, the athletes indicated that their protein needs were 2.4 ± 0.2 g/kg/d, which was greater than the RDI for protein (p < 0.0001) and tended to be greater than the maximally beneficial protein intake of 2.0 g/kg/d (p = 0.13). Measured protein intake was 2.0 ± 0.1 g/kg/d, which was greater than the RDI (p < 0.0001) but not different from the maximally beneficial protein intake of 2.0 g/kg/d (p = 0.84). Male collegiate athletes recognize that their protein needs are higher than that of the general population and consume significantly more protein than recommended in the RDI. However, it also appears that athletes are not aware of objective recommendations for protein intake and may perceive their needs to be excessively high. This study highlights the need for nutrition education in collegiate athletes, in particular nutrition education on macronutrient distribution and protein needs.

The "Athlete's Heart": relation to gender and race.

PubMed

Di Paolo, F M; Pelliccia, Antonio

2007-08-01

Long-term athletic training is associated with changes in cardiac morphology, commonly described as "athlete's heart." Although numerous studies have investigated the effects of training on cardiac dimensions, most are limited to male Caucasian athletes, and few data are available regarding the effect of long-term exercise training on the woman's heart. This article reviews the athlete's heart in relation to gender and race.

Programmatic Factors Associated with Undergraduate Athletic Training Student Retention and Attrition Decisions

ERIC Educational Resources Information Center

Bowman, Thomas G.; Hertel, Jay; Wathington, Heather D.

2015-01-01

Context: Athletic training programs (ATPs) are charged with meeting an increased demand for athletic trainers with adequate graduates. Currently, the retention rate of athletic training students in ATPs nationwide and the programmatic factors associated with these retention rates remain unknown. Objective: Determine the retention rate for athletic…

Jumping Together: Apprenticeship Learning among Elite Trampoline Athletes

ERIC Educational Resources Information Center

Lund, Ole; Ravn, Susanne; Christensen, Mette Krogh

2014-01-01

Background: Elite athletes often take part in group trainings and use teammates as learning resources. Despite this, research on the training and learning of elite athletes tends to characterise this training and learning as primarily individual. Purpose: This study, explores interrelated learning processes among elite athletes by exploring the…

Leadership and Management: Techniques and Principles for Athletic Training

PubMed Central

Nellis, Stephen M.

1994-01-01

Leadership and management have become topics of recent interest in athletic training. These skills are distinct from each other and are vital to a successful and efficient athletic training room. Leadership is an influence relationship, while management is an authority relationship. Leadership is concerned with knowing yourself, your staff, your profession, and how to apply people skills. Management is concerned with organization, communication, and the development of your athletic training facility's mission. By applying good management and leadership skills, you can implement your mission statement, evaluate your results, and improve the performance of your athletic training facility. PMID:16558296

Influence of gender and types of sports training on QT variables in young elite athletes.

PubMed

Omiya, Kazuto; Sekizuka, Hiromitsu; Kida, Keisuke; Suzuki, Kengo; Akashi, Yoshihiro J; Ohba, Haruo; Musha, Haruki

2014-01-01

Influence of gender and sports training on QT variables such as QT interval and dispersion (QT dispersion: QTD) in young elite athletes were evaluated. Subjects included 104 male and 97 female Japanese elite athletes (mean age 21.6 years). Sports included basketball, fencing, gymnastics, judo, swimming, tennis, track and field and volleyball. Age-matched healthy non-athletes (32 men and 20 women) were enrolled as controls. QT measurements were manually obtained from a 12-lead resting electrocardiogram and QTD was calculated as the difference between the longest and shortest QT intervals. A corrected QT interval (QTc) was obtained using Bazett's formula. Subjects were divided into two groups; an endurance training group and a static training group on the basis of their training types. Maximum and minimum QTc were significantly longer in female athletes than in male athletes (max: 414.2 vs. 404.5 ms, min: 375.1 vs. 359.2 ms, p<0.0001 respectively), whereas QTc dispersion (QTcD) was shorter in female athletes than in male athletes (39.2 vs. 45.3 ms, p<0.0001). QTcD was significantly shorter in female athletes than in the female control group (39.2 vs. 45.2 ms, p<0.05). However, no statistically significant difference was observed between male athletes and the male control group. Male gymnasts exhibited significantly longer QTcD than the control group (p<0.01), but female gymnasts had significantly shorter QTcD than the control group (p<0.05). Maximum QTc intervals were prolonged in the male static training group compared with non-athletes, and QTcDs in the static training group were prolonged compared with the endurance training group. However, no significant difference was observed in the female group. In conclusion, both gender and different characteristics of sports training may affect QT variables even in young elite athletes. Vigorous static exercise training may independently prolong QT variables.

Examination of Effects of Regular Sports Training on Individual Skills in Trainable Children with Autism

ERIC Educational Resources Information Center

Akyüz, Murat; Odabas, Cansu; Akyüz, Öznur; Dogru, Yeliz; Senel, Ömer; Tas, Murat; Besikçi, Tolga

2016-01-01

Purpose: The aim of this study is to examine the effects of regular sport training implemented at Integrated Disabled Athlete Department on autistic children's adolescence development of individual abilities as motor proficiencies. Method: The subject group of this study is composed of 12 boys with autism who practiced physical education programs…

Left Atrium Size in Elite Athletes.

PubMed

Iskandar, Aline; Mujtaba, Mohammad Tokir; Thompson, Paul D

2015-07-01

The goal of this study was to perform a meta-analysis of the published literature to investigate the relationship of high levels of exercise training to left atrial (LA) size. The "athlete's heart" is a series of cardiac adaptations to systematic exercise training and may include LA enlargement. We conducted a systematic review of English-language studies in MEDLINE and Scopus from inception through April 29, 2014, that reported LA size in elite athletes. A total of 54 studies comprising 7,189 elite athletes and 1,375 controls were included. Forty-eight of the 54 studies reported absolute LA diameter in 7,018 athletes and 1,044 controls. Nine of the 54 studies (including 992 athletes and 426 controls) presented LA volume corrected for body surface area. The adjusted weighted mean LA diameter was 4.1 mm greater in athletes overall compared with sedentary controls (p < 0.0001), and LA volume index was 7.0 ml/m(2) greater in athletes than controls (p < 0.01). Compared with controls, LA diameter was 4.6 mm greater in endurance-trained athletes (p < 0.0001), 2.9 mm greater in strength-trained athletes (p < 0.03), 3.5 mm greater in combined strength- and endurance-trained athletes (p < 0.0001), and 4.2 mm greater in athletes with unspecified training (p < 0.02). To our knowledge, this is the largest compilation of studies documenting that elite athletes have larger LA dimensions compared with controls when evaluated by either LA diameter or LA volume corrected for body surface area. The largest average LA diameters were reported in endurance athletes. Physicians evaluating athletes should be aware that the LA is increased in both strength- and endurance-trained elite athletes. Copyright © 2015 American College of Cardiology Foundation. Published by Elsevier Inc. All rights reserved.

Understanding the relationship between coach and athlete perceptions of training intensity in youth sport.

PubMed

Scantlebury, Sean; Till, Kevin; Sawczuk, Tom; Weakley, Jonathon; Jones, Ben

2017-10-16

To alleviate issues arising from the over/under prescription of training load, coaches must ensure that desired athlete responses to training are being achieved. The present study aimed to assess the level of agreement between the coach intended (pre-session) and observed (post-session) rating of perceived exertion (RPE), with athlete RPE during different training intensities (easy, moderate, hard). Coach intended RPE was taken prior to all field based training sessions over an 8 week in-season period. Following training, all coaches and athletes, whom were participants in hockey, netball, rugby and soccer were asked to provide an RPE measure for the completed session. Sessions were then classified based on the coaches intended RPE, with a total of 28, 125 and 66 easy, moderate and hard training sessions collected respectively. A univariate analysis of variance was used to calculate within-participant correlations between coach intended/observed RPE and athlete RPE. Moderate correlations were found between coach intended and athlete RPE for sessions intended to be moderate and hard whilst a small correlation was found for sessions intended to be easy. The level of agreement between coach and athlete RPE improved following training with coaches altering their RPE to align with those of the athlete. Despite this, moderate and small differences between coach observed and athlete RPE persisted for sessions intended to be easy and moderate respectively. Coaches should therefore incorporate strategies to monitor training load to increase the accuracy of training periodisation and reduce potential over/under prescription of training.

Development of the Online Assessment of Athletic Training Education (OAATE) Instrument

ERIC Educational Resources Information Center

Carr, W. David; Frey, Bruce B.; Swann, Elizabeth

2009-01-01

Objective: To establish the validity and reliability of an online assessment instrument's items developed to track educational outcomes over time. Design and Setting: A descriptive study of the validation arguments and reliability testing of the assessment items. The instrument is available to graduating students enrolled in entry-level Athletic…

Teaching Physiology of Exercise to Reluctant Physical Educators

ERIC Educational Resources Information Center

Strawbridge, Marilyn

2012-01-01

Exercise physiology seems to be a course that students love or hate. Many physical education students and others involved in the related areas of health, teaching, recreation, dance, athletic training, fitness, and motor learning and development find this course a requirement at some point in their curriculum. Inquiry-based learning is an…

High-Fidelity Simulation Meets Athletic Training Education: An Innovative Collaborative Teaching Project

ERIC Educational Resources Information Center

Palmer, Elizabeth; Edwards, Taylor; Racchini, James

2014-01-01

High-fidelity simulation is frequently used in nursing education to provide students with simulated experiences prior to and throughout clinical coursework that involves direct patient care. These high-tech exercises take advantage of the benefits of a standardized patient or mock patient encounter, while eliminating some of the drawbacks…

Peer Assisted Learning in Clinical Education: Literature Review

ERIC Educational Resources Information Center

Henning, Jolene M.; Weidner, Thomas G.; Marty, Melissa C.

2008-01-01

Objective: To examine the occurrence, benefits, and preferences for peer assisted learning (PAL) in medical and allied health clinical education, and to identify areas in athletic training which need further research. Data Sources: Using relevant terms, five databases were searched for the period 1980-2006 regarding literature on the use of PAL in…

Competing Perspectives During Organizational Socialization on the Role of Certified Athletic Trainers in High School Settings

PubMed Central

Mensch, James; Crews, Candice; Mitchell, Murray

2005-01-01

Context: When certified athletic trainers (ATCs) enter a workplace, their potential for professional effectiveness is affected by a number of factors, including the individual's ability to put acquired knowledge, skills, and attitudes into practice. This ability may be influenced by the preconceived attitudes and expectations of athletes, athletes' parents, athletic directors, physical therapists, physicians, and coaches. Objective: To examine the perspectives of high school coaches and ATCs toward the ATC's role in the high school setting by looking at 3 questions: (1) What are coaches' expectations of ATCs during different phases of a sport season? (2) What do ATCs perceive their role to be during different phases of a season? and (3) How do coaches' expectations compare with ATCs' expectations? Design: Qualitative research design involving semistructured interviews. Setting: High schools. Patients or Other Participants: Twenty high school varsity basketball coaches from 10 high schools in 2 states and the ATCs assigned to these teams. Main Outcome Measure(s): For the coaches, 12 questions focused on 3 specific areas: (1) the athletic training services they received as high school basketball coaches, (2) each coach's expectations of the ATC with whom he or she was working during various phases of the season, and (3) coaches' levels of satisfaction with the athletic training services provided to their team. For the ATCs, 17 questions focused on 3 areas: (1) the ATC's background, (2) the ATC's perceived duties at different phases of the basketball season and his or her relationship with the coach, and (3) other school factors that enhanced or interfered with the ATC's ability to perform duties. Results: Three themes emerged. Coaches had limited knowledge and understanding of ATCs' qualifications, training, professional preparation, and previous experience. Coaches simply expected ATCs to be available to complement their roles. Positive communication was identified as a critical component to a good coach-ATC relationship. Conclusions: Although all participants valued good communication, poor communication appeared to limit ATCs' contributions to player performance beyond simple availability. Coaches must be educated by ATCs to ensure they are receiving qualified athletic training support. PMID:16404456

Competing perspectives during organizational socialization on the role of certified athletic trainers in high school settings.

PubMed

Mensch, James; Crews, Candice; Mitchell, Murray

2005-01-01

When certified athletic trainers (ATCs) enter a workplace, their potential for professional effectiveness is affected by a number of factors, including the individual's ability to put acquired knowledge, skills, and attitudes into practice. This ability may be influenced by the preconceived attitudes and expectations of athletes, athletes' parents, athletic directors, physical therapists, physicians, and coaches. To examine the perspectives of high school coaches and ATCs toward the ATC's role in the high school setting by looking at 3 questions: (1) What are coaches' expectations of ATCs during different phases of a sport season? (2) What do ATCs perceive their role to be during different phases of a season? and (3) How do coaches' expectations compare with ATCs' expectations? Qualitative research design involving semistructured interviews. High schools. Twenty high school varsity basketball coaches from 10 high schools in 2 states and the ATCs assigned to these teams. For the coaches, 12 questions focused on 3 specific areas: (1) the athletic training services they received as high school basketball coaches, (2) each coach's expectations of the ATC with whom he or she was working during various phases of the season, and (3) coaches' levels of satisfaction with the athletic training services provided to their team. For the ATCs, 17 questions focused on 3 areas: (1) the ATC's background, (2) the ATC's perceived duties at different phases of the basketball season and his or her relationship with the coach, and (3) other school factors that enhanced or interfered with the ATC's ability to perform duties. Three themes emerged. Coaches had limited knowledge and understanding of ATCs' qualifications, training, professional preparation, and previous experience. Coaches simply expected ATCs to be available to complement their roles. Positive communication was identified as a critical component to a good coach-ATC relationship. Although all participants valued good communication, poor communication appeared to limit ATCs' contributions to player performance beyond simple availability. Coaches must be educated by ATCs to ensure they are receiving qualified athletic training support.

Profile of injures prevalence in athletes who participated in SESC Triathlon Caiobá-2011

PubMed Central

Bertola, Izabela Pichinin; Sartori, Renato Pineda; Corrêa, Daniela Gallon; Zotz, Talita Gianello Gnoato; Gomes, Anna Raquel Silveira

2014-01-01

OBJECTIVE: To identify the prevalence of injuries occurred during training and/or competition in triathlon athletes at SESC Triathlon Caiobá-2011. METHODS: One hundred and ninety athletes participated in the study (153 males and 37 females). RESULTS: Athletes reported time of practice between 3 to 6 years (20%), training frequency of 5 days per week (48%), at least one injury during trainings (76%). The prevalence of injuries according to the sports category was: running (79%), cycling (16%) and swimming (5%). The most injured region during training (39%) and competition (46%) was the calf. Female athletes reported 92% of injuries during running training and 35% of those injuries were on ankle and foot. During competition only two athletes reported injuries. Muscle injury was the most prevalent (54%) among male athletes, followed by tendon (19%), ligament (17%) and bone (9%) injuries. Among female athletes prevalent injuries were: 32% muscle, 32% bone, 32% tendon and only 4% ligament injuries. CONCLUSION: Skeletal muscle injuries were the most commom lesions during running training, however, male athletes reported mostly calf injuries, while female had mostly ankle and foot injuries. Level of Evidence III. Study of Non-Consecutive Patients; Without Consistently Applied Reference ''Gold'' Standard. PMID:25246848

A Subjective Assessment of the Prevalence and Factors Associated with Poor Sleep Quality Amongst Elite Japanese Athletes.

PubMed

Hoshikawa, Masako; Uchida, Sunao; Hirano, Yuichi

2018-02-26

The amount, quality, and timing of sleep are considered important for athletes' ability to train, maximize training responses, and recover. However, some research has shown that elite athletes do not obtain sufficient sleep. Based on this background, researchers recently started to assess and manage sleep in elite athletes. The purpose of this study was to clarify the prevalence of poor sleep quality and its associated factors amongst elite Japanese athletes. Eight hundred and ninety-one candidates for the 17th Asian Games Incheon 2014, who were over 20 years old, participated in this study. They completed a questionnaire that included the Pittsburgh Sleep Quality Index (PSQI), Epworth Sleepiness Scale, two-question case-finding instruments, and a checklist for sleep hygiene. Data from 817 of the 891 athletes (91.7%) with no missing values were analyzed. The mean time in bed was 7 h and 29 min. Two hundred and twenty-nine (28.0%) athletes showed a PSQI global score above the clinical criteria. A multiple logistic analysis revealed that sleep quality was significantly associated with five factors: "time in bed," "eating breakfast every morning," "avoiding the use of electronic devices (PC, smartphone, etc.) just before bedtime," "depressive mood", and "not thinking about troubles while in bed." Forty percent of athletes reported they had been informed by someone about "snoring loudly" and/or "leg twitching or jerking during sleep." The results of this study demonstrate that 28% of the athletes showed the PSQI score above the cutoff for poor sleep quality (> 5.5), which suggests that there may be a high prevalence of poor sleep quality in this population of athletes. To improve athletes' sleep, the five factors associated with sleep quality should be emphasized in athletes' sleep education. Furthermore, in medical evaluations of athletes, it may be desirable to include screening for sleep disorders.

Performance Enhancing Diets and the PRISE Protocol to Optimize Athletic Performance

PubMed Central

Arciero, Paul J.; Ward, Emery

2015-01-01

The training regimens of modern-day athletes have evolved from the sole emphasis on a single fitness component (e.g., endurance athlete or resistance/strength athlete) to an integrative, multimode approach encompassing all four of the major fitness components: resistance (R), interval sprints (I), stretching (S), and endurance (E) training. Athletes rarely, if ever, focus their training on only one mode of exercise but instead routinely engage in a multimode training program. In addition, timed-daily protein (P) intake has become a hallmark for all athletes. Recent studies, including from our laboratory, have validated the effectiveness of this multimode paradigm (RISE) and protein-feeding regimen, which we have collectively termed PRISE. Unfortunately, sports nutrition recommendations and guidelines have lagged behind the PRISE integrative nutrition and training model and therefore limit an athletes' ability to succeed. Thus, it is the purpose of this review to provide a clearly defined roadmap linking specific performance enhancing diets (PEDs) with each PRISE component to facilitate optimal nourishment and ultimately optimal athletic performance. PMID:25949823

Communicative Acts in Coach-Athlete Interactions: When Losing Competitions and when Making Mistakes in Training

ERIC Educational Resources Information Center

Sagar, Sam S.; Jowett, Sophia

2012-01-01

Athletes' perceptions of coaches' communicative acts of interaction in two key interpersonal situations were examined, and their impact on the athletes: (a) when athletes lose competitions; and, (b) when athletes make mistakes in training. Athletes (N = 324, M age = 20.11) completed an open-ended survey. Data were deductively and inductively…

Musculoskeletal Injuries and Training Patterns in Junior Elite Orienteering Athletes

PubMed Central

Taube, Wolfgang; Zuest, Peter; Clénin, German; Wyss, Thomas

2015-01-01

Findings about the relation between musculoskeletal injuries and training patterns in orienteering athletes are sparse. Therefore, the musculoskeletal injuries and training patterns of 31 Swiss elite orienteering athletes aged 18-19 years were analyzed in a retrospective study. Individual training diaries and medical records were used to assess training data and injury history, respectively. Group comparisons and a multiple linear regression (MLR) were performed for statistical analysis. The junior elite orienteering athletes performed 7.38 ± 2.00 training sessions weekly, with a total duration of 455.75 ± 98.22 minutes. An injury incidence rate (IIR) of 2.18 ± 2.13 injuries per 1000 hours of training was observed. The lower extremity was affected in 93% of all injuries, and the knee (33%) was the most commonly injured location. The MLR revealed that gender and six training variables explained 60% of the variance in the injury severity index in this study. Supported by the low IIR in the observed age group, the training protocol of the junior elite orienteering athletes was generally adequate. In comparison to elite track, marathon, and orienteering athletes, the junior elite athletes performed less high-intensity interval training (HIIT). However, more frequent HIIT seems to be a protective factor against injuries. PMID:26258134

Preferences for and Barriers to Formal and Informal Athletic Training Continuing Education Activities

PubMed Central

Armstrong, Kirk J.; Weidner, Thomas G.

2011-01-01

Context: Our previous research determined the frequency of participation and perceived effect of formal and informal continuing education (CE) activities. However, actual preferences for and barriers to CE must be characterized. Objective: To determine the types of formal and informal CE activities preferred by athletic trainers (ATs) and barriers to their participation in these activities. Design: Cross-sectional study. Setting: Athletic training practice settings. Patients or Other Participants: Of a geographically stratified random sample of 1000 ATs, 427 ATs (42.7%) completed the survey. Main Outcome Measure(s): As part of a larger study, the Survey of Formal and Informal Athletic Training Continuing Education Activities (FIATCEA) was developed and administered electronically. The FIATCEA consists of demographic characteristics and Likert scale items (1 = strongly disagree, 5 = strongly agree) about preferred CE activities and barriers to these activities. Internal consistency of survey items, as determined by Cronbach α, was 0.638 for preferred CE activities and 0.860 for barriers to these activities. Descriptive statistics were computed for all items. Differences between respondent demographic characteristics and preferred CE activities and barriers to these activities were determined via analysis of variance and dependent t tests. The α level was set at .05. Results: Hands-on clinical workshops and professional networking were the preferred formal and informal CE activities, respectively. The most frequently reported barriers to formal CE were the cost of attending and travel distance, whereas the most frequently reported barriers to informal CE were personal and job-specific factors. Differences were noted between both the cost of CE and travel distance to CE and all other barriers to CE participation (F1,411 = 233.54, P < .001). Conclusions: Overall, ATs preferred formal CE activities. The same barriers (eg, cost, travel distance) to formal CE appeared to be universal to all ATs. Informal CE was highly valued by ATs because it could be individualized. PMID:22488195

[Athletic drinks: body rehydration as a vital aspect].

PubMed

Novokshanova, A L; Ozhiganova, E V

2013-01-01

106 students of the Faculty of Physical Education and athletes who train at the center of power arts (aged 18 to 30 years) have been investigated. The relation between the amount of lost and consumed liquid during physical activity has been studied. The amount of fluid lost was determined by the method of measuring the body mass of an athlete before and after the workout. The kinds of liquids used for eliminating dehydration have been analyzed. It has been revealed that while doing some physical activity and sports most of those being tested don't restore the lost liquid volume (with an average weight loss of 1,15 kg the amount of fluids they drunk was 0.91 l). In the given research the interrelation between the body weight and the lost liquid amount, and between the lost liquid amount and the kind of sports has not been exposed. Liquid loss of athletes in the medium intensive training process during the period of 1.5 h at the ambient temperature 21-22 degrees C constituted on average 1.53% of the body weight and didn't depend on the kind of sports. Despite the advantages of the athletic drinks are evident, the share of their consumption among the athletes in Russia is negligibly small. The great majority of respondents, namely 72%, use common or mineral water to restore the liquid. Only 6% of those being tested consume specialized athletic drinks.

Institutional Readiness for Interprofessional Education Among Nutrition and Dietetics and Athletic Training Education Programs.

PubMed

Eliot, Kathrin; Breitbach, Anthony; Wilson, Mardell; Chushak, Maria

2017-01-01

Organizations recommend interprofessional education (IPE) as a means of promoting collaborative patient-centered care. In turn, various external accreditors in the health professions have integrated IPE competencies into their standards. However, little is known about how athletic training (AT) and nutrition and dietetics (ND) have incorporated IPE into their educational programs. This study examined institutional factors that affect the level of IPE participation within ND and AT programs in the United States. The Interprofessional Education Assessment and Planning Instrument for Academic Institutions was distributed electronically to directors of accredited programs in ND and AT. In addition to gathering demographic information, survey questions addressed the institutions' level of involvement and commitment to IPE. Differences emerged between ND and AT programs for several items in the instrument. Factors that affected the differences included program level and academic unit in which the program resides. Results also suggest that ND and AT programs have similar levels of IPE participation, but there are great opportunities for growth. Institutional factors such resource commitment, academic unit type, and level of program may affect implementation and contribute to the development and success of IPE initiatives.

An Assessment of Burnout in Undergraduate Athletic Training Education Program Directors

PubMed Central

Walter, Jessica M; Van Lunen, Bonnie L; Walker, Stacy E; Ismaeli, Zahra C; Oñate, James A

2009-01-01

Context: Athletic training education program directors (ATEPDs) often manage their time among students, program administration, and patient care. Objective: To assess the level of burnout in ATEPDs and to determine the relationship between burnout and various demographics of ATEPDs. Design: Cross-sectional study. Setting: Public and private colleges and universities nationwide. Patients or Other Participants: Two hundred forty-nine ATEPDs of undergraduate athletic training education programs accredited by the Commission on Accreditation of Athletic Training Education. Intervention(s): We administered the Maslach Burnout Inventory (MBI) to all participants. Main Outcome Measure(s): The MBI consisted of 21 items assessing 3 characteristics of burnout: emotional exhaustion, depersonalization, and personal accomplishment. Another component of the survey requested demographic information about the ATEPDs. We used univariate, multivariate, and factorial analyses of variance with the α level set a priori at .05. We also calculated Pearson product moment correlation coefficients. Results: Women had greater emotional exhaustion than men (20.67 ± 9.43 and 16.47 ± 9.64, respectively) (P  =  .001). The difference between tenure-status groups for emotional exhaustion was significant (P  =  .014), with tenure-track ATEPDs scoring higher on emotional exhaustion than tenured ATEPDs. Pearson product moment correlation coefficients revealed a weak negative relationship among emotional exhaustion and age (r  =  −0.263, P < .001), years of program director experience (r  =  −0.157, P  =  .013), and years at current job (r  =  −0.162, P  =  .010), indicating that as ATEPDs aged, gained more experience, and stayed in their current jobs, their emotional exhaustion scores decreased. There was also a weak negative relationship between age and depersonalization (r  =  −0.171, P  =  .007). There was a weak positive relationship between years at current job and personal accomplishment (r  =  0.197, P  =  .002). Conclusions: We found that ATEPDs experienced a moderate form of emotional exhaustion burnout and low depersonalization and personal accomplishment burnout, with women experiencing greater emotional exhaustion than males. Additionally, ATEPDs in tenure-track positions experienced greater emotional exhaustion than tenured ATEPDs. The ATEPDs need to obtain healthy coping strategies early within their directorships to manage components related to burnout. PMID:19295965

A survey of energy drinks consumption practices among student -athletes in Ghana: lessons for developing health education intervention programmes

PubMed Central

2012-01-01

Background Globally, young adults and college athletes are primary targets of the marketing campaigns of energy drink companies. Consequently, it is reported that young adults and college athletes consume energy drinks frequently. The purpose of this study was to determine the prevalence of energy drink consumption among student-athletes selected from seven public universities in Ghana. The study assessed the energy drink consumption patterns, types usually consumed, frequency of consumption and reasons why athletes consumed energy drinks. Methods A total number of 180 student-athletes gave their consent to participate in the study and completed a questionnaire which was administered during an inter-university sports competition. Results Most of the participants (62.2%) reported consuming at least one can of energy drink in a week. A high proportion (53.6%) of the respondents who drink energy drinks indicated that they did so to replenish lost energy after training or a competition. Other reasons given as to why energy drinks were consumed by the study participants included to provide energy and fluids to the body (25.9%), to improve performance (9.8%) and to reduce fatigue (5.4%). Conclusion These results suggest the need to plan health education programmes to particularly correct some wrong perceptions that athletes have regarding the benefits of energy drinks and also create awareness among student-athletes about the side effects of excessive intake of energy drinks. PMID:22444601

APPLYING LESSONS LEARNED FROM THE UNITED STATES SPECIAL OPERATIONS COMMAND’S HUMAN PERFORMANCE PROGRAM TO THE UNITED STATES AIR FORCES COMPREHENSIVE AIRMAN FITNESS

DTIC Science & Technology

2016-04-01

implementation, focusing physical training on the mission specific requirements of the individual similar to an athletic sports model, increasing access to...initiative as a mechanism to help maintain the resiliency, health, and welfare of its force.1 As Air Force Instruction (AFI) 90-506 states, the strategy ...implementation of Tactical Athlete Programs, which provide tailored workout plans and nutrition education that prepare service members to meet the physical

Sudden Cardiac Arrest in Athletic Medicine

PubMed Central

Kyle, James M.; Ellis, James M.; Cantwell, John; Courson, Ron; Medlin, Ron

2001-01-01

Objective: To emphasize the importance of decreasing the response time by a trained target responder to increase the survival rate among athletes experiencing sudden cardiac arrest at an athletic event. Background: Death due to sudden cardiac arrest that is witnessed is preventable in many cases. However, most people who experience this condition die because of a prolonged response time from onset of the fatal arrhythmia to defibrillation by trained treatment providers. If athletic trainers or other members of the athletic care medical team are trained as target responders and equipped with automated electronic defibrillators, they can immediately treat an athlete who experiences a sudden, life-threatening tachyarrhythmia. This prompt response to the life-threatening emergency should result in a higher survival rate. Description: We review the causes of sudden cardiac arrest during athletic events, note some unusual clinical presentations, discuss improved methods of response and new equipment for treatment, and define the athletic trainer's role as a target responder trained to treat people experiencing sudden cardiac arrest at an athletic event. Clinical Advantages: An athletic care team willing to become part of an emergency response team can help improve the survival rate of athletes experiencing sudden cardiac arrest at an athletic event. PMID:12937464

Monitoring hydration status pre- and post-training among university athletes using urine color and weight loss indicators.

PubMed

Webb, Marquitta C; Salandy, Sinead T; Beckford, Safiya E

2016-01-01

To investigate the hydration status pre- and post-training among university athletes using urine color and weight loss as indicators. Participants were 52 university athletes training for campus games in a developing country. Pre- and post-training urine specimens were compared with a standard urine color scale. Paired t tests were used to compare urine color and difference in body mass pre- and post-training. The mean age of the athletes was 22.87 ± 3.21. A statistically significance difference (p < .01) was observed between pre- (4.31 ± 1.75) and post- (5.67 ± 1.45) training urine color values for males. Hydration status and weight post-training were statistically significantly different both at the level of p < .01. The results suggest that there is a link between urine color and body mass difference among the student athletes tested. Exercise increases hypohydration due to fluid losses, and therefore attention should be given to fluid supplementation and individualization of fluid intake for each athlete.

Qualitative Inquiry in Athletic Training: Principles, Possibilities, and Promises

PubMed Central

Parker, Jenny

2001-01-01

Objective: To discuss the principles of qualitative research and provide insights into how such methods can benefit the profession of athletic training. Background: The growth of a profession is influenced by the type of research performed by its members. Although qualitative research methods can serve to answer many clinical and professional questions that help athletic trainers navigate their socioprofessional contexts, an informal review of the Journal of Athletic Training reveals a paucity of such methods. Description: We provide an overview of the characteristics of qualitative research and common data collection and analysis techniques. Practical examples related to athletic training are also offered. Applications: Athletic trainers interact with other professionals, patients, athletes, and administrators and function in a larger society. Consequently, they are likely to face critical influences and phenomena that affect the meaning they give to their experiences. Qualitative research facilitates a depth of understanding related to our contexts that traditional research may not provide. Furthermore, qualitative research complements traditional ways of thinking about research itself and promotes a greater understanding related to specific phenomena. As the profession of athletic training continues to grow, qualitative research methods will assume a more prominent role. Thus, it will be necessary for consumers of athletic training research to understand the functional aspects of the qualitative paradigm. PMID:12937461

iPadagogy 101: Using Clinical ORthopedic Exam (C.O.R.E.) to Facilitate Evidence-Based Practice in the Orthopaedic Evaluation Classroom

ERIC Educational Resources Information Center

Hamson-Utley, J. Jordan; Stiller-Ostrowski, Jennifer L.

2013-01-01

Evidence-based practice (EBP) and educational technology have become fundamental skills within athletic training programs. The objective of this article is to share experiences implementing clinical orthopaedic evaluation applications ("apps") that can be integrated into classroom and clinical education to enhance students' proficiency…

Concussion Awareness Education: A Design and Development Research Study

ERIC Educational Resources Information Center

Pilbeam, Renee M.

2016-01-01

This research study looks at the design and development of an online concussion awareness education module. The Keep Your Head in the Game: Concussion Awareness Training for High School Athletes, or Brainbook, is a stand-alone e-learning module designed to run for fifty minutes and to be highly interactive using short video clips with associated…

Effects of knee injury primary prevention programs on anterior cruciate ligament injury rates in female athletes in different sports: a systematic review.

PubMed

Michaelidis, Michael; Koumantakis, George A

2014-08-01

Anterior Cruciate Ligament (ACL) injury is frequently encountered in sports. To analyze the effects of ACL injury prevention programs on injury rates in female athletes between different sports. A comprehensive literature search was performed in September 2012 using Pubmed Central, Science Direct, CINAHL, PEDro, Cochrane Library, SCOPUS, SPORTDiscus. The key words used were: 'anterior cruciate ligament', 'ACL', 'knee joint', 'knee injuries', 'female', 'athletes', 'neuromuscular', 'training', 'prevention'. The inclusion criteria applied were: (1) ACL injury prevention training programs for female athletes; (2) Athlete-exposure data reporting; (3) Effect of training on ACL incidence rates for female athletes. 13 studies met the inclusion criteria. Three training programs in soccer and one in handball led to reduced ACL injury incidence. In basketball no effective training intervention was found. In season training was more effective than preseason in ACL injury prevention. A combination of strength training, plyometrics, balance training, technique monitoring with feedback, produced the most favorable results. Comparing the main components of ACL injury prevention programs for female athletes, some sports-dependent training specificity issues may need addressing in future studies, related primarily to the individual biomechanics of each sport but also their most effective method of delivery. Copyright © 2013 Elsevier Ltd. All rights reserved.

Certified Athletic Trainers' Knowledge of Methicillin-Resistant Staphylococcus aureus and Common Disinfectants

PubMed Central

Kahanov, Leamor; Gilmore, Elizabeth J.; Eberman, Lindsey E.; Roberts, Jeffrey; Semerjian, Tamar; Baldwin, Linda

2011-01-01

Context: Methicillin-resistant Staphylococcus aureus (MRSA) infections are increasingly common in athletic settings. The MRSA knowledge and infection-control practices of certified athletic trainers (ATs) and the cleanliness of the athletic training room are important factors in preventing MRSA infections. Objective: To assess knowledge of MRSA and the use of common disinfectants among ATs and to explore their infection-control practices. Design: Cross-sectional study. Setting: High school and collegiate athletic training rooms. Patients or Other Participants: A total of 163 ATs from National Collegiate Athletic Association Divisions I, II, and III and high schools, representing all 10 National Athletic Trainers' Association districts. Main Outcome Measure(s): Frequencies, analyses of variance, and χ2 tests were used to assess current practices and opinions and relationships between factors. Results: Methicillin-resistant Staphylococcus aureus was perceived as a national problem by 92% of respondents; 57% perceived MRSA as a problem in their practice setting. Most respondents had treated general infections (88%), staphylococcal infections (75%), and MRSA infections (57%). Male sex was associated with treating all 3 types of infections (χ2 test, P < .05). Noncurriculum education was associated with a lack of recognition of environmental issues as risk factors and with the use of isopropyl alcohol for disinfection (χ2 test, P < .05). For example, 10% of respondents did not recognize that contaminated whirlpools can be a source of MRSA infection. Respondents also incorrectly identified effective cleaning solutions. Thirty percent of respondents cleaned their hands frequently or sometimes before treating each athlete and 35% cleaned their hands sometimes, occasionally, or never after seeing each athlete. Conclusions: The majority of ATs were informed about MRSA and made correct disinfection choices. However, improvements are still needed, and not all ATs were using proper disinfection practices. PMID:21944074

Certified Athletic Trainers in Secondary Schools: Report of the Council on Scientific Affairs, American Medical Association

PubMed Central

Lyznicki, James M.; Riggs, Joseph A.; Champion, Hunter C.

1999-01-01

Background: In June 1997, the American Academy of Pediatrics introduced a resolution asking the American Medical Association (AMA) to support efforts to place certified athletic trainers in all secondary schools. The AMA Council on Scientific Affairs studied that resolution and presented this report to the AMA House of Delegates in June 1998. Objective: To identify the professional responsibilities, educational requirements, and current use of certified athletic trainers in the prevention and care of high school sports injuries. Data Sources: MEDLINE and HealthSTAR databases were searched for English-language articles published from 1980 to 1998. Additional references were derived from references in pertinent articles, communication with experts, and the Internet sites of athletic training and sports medicine associations. Data Synthesis: One in 5 of approximately 6 million adolescents who participate in high school sports each year sustains a sport-related injury. Most of these injuries are minor and occur during practices rather than competitions. Approximately 1 of every 100000 high school athletes will sustain a catastrophic injury. About 35% of US high schools use the services of a certified athletic trainer, who, under a physician's supervision, is responsible for the prevention and care of athletic injuries and coordination of the school athletic health program. Conclusions/Recommendations: Emphasis should be given to ensuring the health, safety, and well-being of participants in high school sports. Whereas most high school sports injuries are minor, adequately trained personnel should be present on site to ensure that such injuries are recognized early, treated immediately, and allowed to heal properly, thereby reducing the risk of more serious injury or reinjury. For such care, team physicians and coaches should have the assistance of a certified athletic trainer. PMID:16558576

Effects of Resistance Training in Youth Athletes on Muscular Fitness and Athletic Performance: A Conceptual Model for Long-Term Athlete Development

PubMed Central

Granacher, Urs; Lesinski, Melanie; Büsch, Dirk; Muehlbauer, Thomas; Prieske, Olaf; Puta, Christian; Gollhofer, Albert; Behm, David G.

2016-01-01

During the stages of long-term athlete development (LTAD), resistance training (RT) is an important means for (i) stimulating athletic development, (ii) tolerating the demands of long-term training and competition, and (iii) inducing long-term health promoting effects that are robust over time and track into adulthood. However, there is a gap in the literature with regards to optimal RT methods during LTAD and how RT is linked to biological age. Thus, the aims of this scoping review were (i) to describe and discuss the effects of RT on muscular fitness and athletic performance in youth athletes, (ii) to introduce a conceptual model on how to appropriately implement different types of RT within LTAD stages, and (iii) to identify research gaps from the existing literature by deducing implications for future research. In general, RT produced small-to-moderate effects on muscular fitness and athletic performance in youth athletes with muscular strength showing the largest improvement. Free weight, complex, and plyometric training appear to be well-suited to improve muscular fitness and athletic performance. In addition, balance training appears to be an important preparatory (facilitating) training program during all stages of LTAD but particularly during the early stages. As youth athletes become more mature, specificity, and intensity of RT methods increase. This scoping review identified research gaps that are summarized in the following and that should be addressed in future studies: (i) to elucidate the influence of gender and biological age on the adaptive potential following RT in youth athletes (especially in females), (ii) to describe RT protocols in more detail (i.e., always report stress and strain-based parameters), and (iii) to examine neuromuscular and tendomuscular adaptations following RT in youth athletes. PMID:27242538

Frequency of Leadership Behaviors among Athletic Trainers in University Settings

ERIC Educational Resources Information Center

Kutz, Matthew R.; Doherty-Restrepo, Jennifer

2017-01-01

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…

Sports Nutrition.

ERIC Educational Resources Information Center

Houtkooper, Linda; And Others

This kit provides coaches, physical education teachers, and health professionals with current nutrition information and guidelines for applying that information in classes and athletic training programs. The kit contains four components. A "Key Terms" section provides an index to nutrition-fitness terminology and concepts. The instructional…

Vibration training: could it enhance the strength, power, or speed of athletes?

PubMed

Wilcock, Ian M; Whatman, Chris; Harris, Nigel; Keogh, Justin W L

2009-03-01

The aim of this literature review was to determine whether vibration training could produce chronic improvements in the physical performance of trained athletes. Although the main objective was to analyze any performance benefits, a brief review of possible mechanisms linked to performance enhancement is also included. Vibration causes an increase in the g-forces acting on the muscles, increasing the loading parameters of any exercise. Increased loading should aid muscle hypertrophy, and some authors have suggested that vibration may enhance neuromuscular potentiation. Considering the 6 studies on trained athletes, there does seem to be some evidence to suggest that vibration may provide a small benefit to maximal strength (1-repetition maximum) and power (countermovement jumps) of trained athletes. Speed does not seem to be enhanced by vibration training. There is a lack of evidence to support the theory that long-term vibration training increases neuromuscular potentiation in trained athletes. What mechanism(s) could be responsible for possible strength and power enhancement is unclear. Because whole-body vibration does not seem to be detrimental to performance when used in a controlled manner, it could provide an additional training stimulus for athletes. However, further research is required to determine optimum vibration training protocols and to clarify whether vibration training produces performance benefits greater than those of traditional training methods.

Elite athletes and pubertal delay.

PubMed

Kapczuk, Karina

2017-10-01

Intensive physical training and participation in competitive sports during childhood and early adolescence may affect athletes' pubertal development. On the other hand, pubertal timing, early or late, may impact on an athlete selection for a particular sport. Genetic predisposition, training load, nutritional status and psychological stress determine athletes' pubertal timing. Athletes that practice esthetic sports, especially gymnasts, are predisposed to a delay in pubertal development. The growing evidence indicates that energy deficiency, not a systemic training per se, plays a crucial role in the pathogenesis of functional hypothalamic hypogonadism in female athletes. Metabolic and psychologic stress activate hypothalamic-pituitary-adrenal axis and suppress hypothalamic-pituitary-ovarian axis. Female athletes who do not begin secondary sexual development by the age of 14 or menstruation by the age of 16 warrant a comprehensive evaluation and a targeted treatment. Somatic growth and sexual maturation of elite female athletes are largely sport-specific since each sport favors a particular somatotype and requires a specific training. Chronic negative energy balance resulting from a systemic physical training and inadequate energy intake may delay pubertal development in elite athletes. Youth athletes, especially those engaged in competitive sports that emphasize prepubertal or lean appearance, are at risk of developing relative energy deficiency in sport associated with disordered eating or eating disorders. Management strategies should address the complex conditions underlying functional hypothalamic hypogonadism.

Using goal orientations to understand motivation in strength training.

PubMed

Gilson, Todd A; Chow, Graig M; Ewing, Martha E

2008-07-01

Despite the importance that today's athletics place on strength training, research exploring the motivation of athletes in this arena is sparse. It is known that not all athletes will use the same motivational cognitions as inspiration, and these differences can be explored through achievement goal orientations. Through questionnaire data and semistructured interviews, the present study investigated how collegiate athletes maintain high levels of motivation over a period of time during strength training and explored relationships among five goal orientations: task-orientation, self-enhancing ego-orientation, self-defeating ego-orientation, social-approval orientation, and work-avoidance orientation. Subjects (N = 133), comprising 90 men and 43 women, were current varsity collegiate athletes from 15 different sports at a major Midwestern university. In addition, using a screener survey to assess achievement goal orientations, 15 subjects from the sample group who demonstrated a stronger inclination to only one achievement goal orientation were interviewed to gain a more in-depth understanding of their motivation cognitions in strength training. Results showed that the strongest achievement goal orientations reported from all athletes were task-orientation and social-approval. Additionally, five higher-order themes (significant others, improvement, competitive demands, being stronger than others, and miscellaneous) were consistent among the interviewed athletes when describing how they stay motivated during strength training. Whereas all athletes were able to describe at least one motivational strategy they employed during strength training, the dominant achievement goal orientation of some athletes influenced their motivational strategy. By employing the T.A.R.G.E.T. model (), strength coaches can foster adaptive achievement goal orientations and thereby enhance intrinsic motivation for athletes engaging in strength training.

The effectiveness of an interactive computer program versus traditional lecture in athletic training education.

PubMed

Wiksten, D L; Patterson, P; Antonio, K; De La Cruz, D; Buxton, B P

1998-07-01

To evaluate the effectiveness of an interactive athletic training educational curriculum (IATEC) computer program as compared with traditional lecture instruction. Instructions on assessment of the quadriceps angle (Q-angle) were compared. Dependent measures consisted of cognitive knowledge, practical skill assessment, and attitudes toward the 2 methods of instruction. Sixty-six subjects were selected and then randomly assigned to 3 different groups: traditional lecture, IATEC, and control. The traditional lecture group (n = 22) received a 50-minute lecture/demonstration covering the same instructional content as the Q-angle module of the IATEC program. The IATEC group (n = 20; 2 subjects were dropped from this group due to scheduling conflicts) worked independently for 50 to 65 minutes using the Q-angle module of the IATEC program. The control group (n = 22) received no instruction. Subjects were recruited from an undergraduate athletic training education program and were screened for prior knowledge of the Q-angle. A 9-point multiple choice examination was used to determine cognitive knowledge of the Q-angle. A 12-point yes-no checklist was used to determine whether or not the subjects were able to correctly measure the Q-angle. The Allen Attitude Toward Computer-Assisted Instruction Semantic Differential Survey was used to assess student attitudes toward the 2 methods of instruction. The survey examined overall attitudes, in addition to 3 subscales: comfort, creativity, and function. The survey was scored from 1 to 7, with 7 being the most favorable and 1 being the least favorable. Results of a 1-way ANOVA on cognitive knowledge of the Q-angle revealed that the traditional lecture and IATEC groups performed significantly better than the control group, and the traditional lecture group performed significantly better than the IATEC group. Results of a 1-way ANOVA on practical skill performance revealed that the traditional lecture and IATEC groups performed significantly better than the control group, but there were no significant differences between the traditional lecture and IATEC groups on practical skill performance. Results of a t test indicated significantly more favorable attitudes (P < .05) for the traditional lecture group when compared with the IATEC group for comfort, creativity, and function. Our results suggest that use of the IATEC computer module is an effective means of instruction; however, use of the IATEC program alone may not be sufficient for educating students in cognitive knowledge. Further research is needed to determine the effectiveness of the IATEC computer program as a supplement to traditional lecture instruction in athletic training education.

The Effectiveness of an Interactive Computer Program Versus Traditional Lecture in Athletic Training Education

PubMed Central

Wiksten, Denise Lebsack; Patterson, Patricia; Antonio, Kimberly; De La Cruz, Daniel; Buxton, Barton P.

1998-01-01

Objective: To evaluate the effectiveness of an interactive athletic training educational curriculum (IATEC) computer program as compared with traditional lecture instruction. Instructions on assessment of the quadriceps angle (Q-angle) were compared. Dependent measures consisted of cognitive knowledge, practical skill assessment, and attitudes toward the 2 methods of instruction. Design and Setting: Sixty-six subjects were selected and then randomly assigned to 3 different groups: traditional lecture, IATEC, and control. The traditional lecture group (n = 22) received a 50-minute lecture/demonstration covering the same instructional content as the Q-angle module of the IATEC program. The IATEC group (n = 20; 2 subjects were dropped from this group due to scheduling conflicts) worked independently for 50 to 65 minutes using the Q-angle module of the IATEC program. The control group (n = 22) received no instruction. Subjects: Subjects were recruited from an undergraduate athletic training education program and were screened for prior knowledge of the Q-angle. Measurements: A 9-point multiple choice examination was used to determine cognitive knowledge of the Q-angle. A 12-point yes-no checklist was used to determine whether or not the subjects were able to correctly measure the Q-angle. The Allen Attitude Toward Computer-Assisted Instruction Semantic Differential Survey was used to assess student attitudes toward the 2 methods of instruction. The survey examined overall attitudes, in addition to 3 subscales: comfort, creativity, and function. The survey was scored from 1 to 7, with 7 being the most favorable and 1 being the least favorable. Results: Results of a 1-way ANOVA on cognitive knowledge of the Q-angle revealed that the traditional lecture and IATEC groups performed significantly better than the control group, and the traditional lecture group performed significantly better than the IATEC group. Results of a 1-way ANOVA on practical skill performance revealed that the traditional lecture and IATEC groups performed significantly better than the control group, but there were no significant differences between the traditional lecture and IATEC groups on practical skill performance. Results of a t test indicated significantly more favorable attitudes (P < .05) for the traditional lecture group when compared with the IATEC group for comfort, creativity, and function. Conclusions: Our results suggest that use of the IATEC computer module is an effective means of instruction; however, use of the IATEC program alone may not be sufficient for educating students in cognitive knowledge. Further research is needed to determine the effectiveness of the IATEC computer program as a supplement to traditional lecture instruction in athletic training education. PMID:16558517

Dose-response relationship of autonomic nervous system responses to individualized training impulse in marathon runners.

PubMed

Manzi, Vincenzo; Castagna, Carlo; Padua, Elvira; Lombardo, Mauro; D'Ottavio, Stefano; Massaro, Michele; Volterrani, Maurizio; Iellamo, Ferdinando

2009-06-01

In athletes, exercise training induces autonomic nervous system (ANS) adaptations that could be used to monitor training status. However, the relationship between training and ANS in athletes has been investigated without regard for individual training loads. We tested the hypothesis that in long-distance athletes, changes in ANS parameters are dose-response related to individual volume/intensity training load and could predict athletic performance. A spectral analysis of heart rate (HR), systolic arterial pressure variability, and baroreflex sensitivity by the sequences technique was investigated in eight recreational athletes during a 6-mo training period culminating with a marathon. Individualized training load responses were monitored by a modified training impulse (TRIMP(i)) method, which was determined in each athlete using the individual HR and lactate profiling determined during a treadmill test. Monthly TRIMP(i) steadily increased during the training period. All the ANS parameters were significantly and very highly correlated to the dose of exercise with a second-order regression model (r(2) ranged from 0.90 to 0.99; P < 0.001). Variance, high-frequency oscillations of HR variability (HRV), and baroreflex sensitivity resembled a bell-shaped curve with a minimum at the highest TRIMP(i), whereas low-frequency oscillations of HR and systolic arterial pressure variability and the low frequency (LF)-to-high frequency ratio resembled an U-shaped curve with a maximum at the highest TRIMP(i). The LF component of HRV assessed at the last recording session was significantly and inversely correlated to the time needed to complete the nearing marathon. These results suggest that in recreational athletes, ANS adaptations to exercise training are dose related on an individual basis, showing a progressive shift toward a sympathetic predominance, and that LF oscillations in HRV at peak training load could predict athletic achievement in this athlete population.

Postural Stability and Subsequent Sports Injuries during Indoor Season of Athletes

PubMed Central

Romero-Franco, Natalia; Gallego-Izquierdo, Tomás; Martínez-López, Emilio J; Hita-Contreras, Fidel; Catalina, Osuna-Pérez M; Martínez-Amat, Antonio

2014-01-01

[Purpose] The aim of this study was to analyze stabilometry in athletes during an indoor season in order to determine whether injured athletes show different stabilometric values before injury than non-injured athletes in two different training periods (volume and pre-competition periods). [Subjects] The subjects were 51 athletes from Unicaja athletic club who trained regularly. [Methods] At the end of the preseason and volume periods, athletes were subjected to bipodal and monopodal stabilometry. In addition, all injuries happening in the periods after performing stabilometry (volume and pre-competition periods) were tracked. [Results] Variance analysis of bipodal stabilometric measurements taken at the end of the preseason period showed that athletes with higher values for the center-of-pressure spread variables suffered injuries during the volume period. The right-leg monopodal stabilometric measurements taken at the end of the volume period showed that athletes with higher values in the center-of-pressure position variables suffered injuries during the pre-competition period. [Conclusion] Athletes showing the worst values for center-of-pressure spread variables are more prone to sports injuries in the subsequent training period. In monopodal measurements, athletes with poorer mediolateral stability were more prone to injuries in the subsequent training period. PMID:24926132

An examination of the training profiles and injuries in elite youth track and field athletes.

PubMed

Huxley, Dianne J; O'Connor, Donna; Healey, Peter A

2014-01-01

Australian track and field has a strong focus on State and National elite youth programmes as the development pathway to elite senior international competition. Yet, there are no clearly defined parameters for appropriate training volumes, training intensities or competition schedules for youth athletes. This study sought to examine the training profiles of, and injuries suffered by, elite youth track and field athletes between the ages 13 and 17 years. The participants were 103 elite NSW athletes (age 17.7 ± 2.4 years, 64% girls) who recalled, through a questionnaire, their training profiles (frequency, volume and intensity) and injuries (type, site and severity) at three age groups: 13-14 years, 15-16 years and at 17 years of age. Eighty-one athletes (78.6%) sustained 200 injuries (time loss > 3 weeks) that were predominantly classified as overuse (76%) with 17.3% of athletes retiring due to injuries prior to turning 18 years. The results, analysed using t-test, one-way analysis of variance and chi-square analysis, showed that injured athletes trained at a higher intensity at 13-14 years (p < 0.01), completed more high-intensity training sessions at 13-14 years (p < 0.01) and 15-16 years (p < 0.05) and had a higher yearly training load at 13-14 years (p < 0.01). There was a significant relationship between forced retirement and having sustained an overuse injury (p<0.05). These findings suggest that monitoring by coaches and athletes of training loads, intensity and the number of hard sessions completed each week is warranted to minimise injuries sustained by 13-16 year old athletes.

Assessment of nutritional knowledge in female athletes susceptible to the Female Athlete Triad syndrome

PubMed Central

Raymond-Barker, Philippa; Petroczi, Andrea; Quested, Eleanor

2007-01-01

Background The study aimed to i) assess nutritional knowledge in female athletes susceptible to the Female Athlete Triad (FAT) syndrome and to compare with controls; and ii) to compare nutritional knowledge of those who were classified as being 'at risk' for developing FAT syndrome and those who are 'not at risk'. Methods In this study, participants completed General Nutritional Knowledge Questionnaire (GNKQ), the Eating Attitude Test (EAT-26) and survey measures of training/physical activity, menstrual and skeletal injury history. The sample consisted of 48 regional endurance athletes, 11 trampoline gymnasts and 32 untrained controls. Based on proxy measures for the FAT components, participants were classified being 'at risk' or 'not at risk' and nutrition knowledge scores were compared for the two groups. Formal education related to nutrition was considered. Results A considerably higher percentage of athletes were classified 'at risk' of menstrual dysfunction than controls (28.8% and 9.4%, respectively) and a higher percentage scored at or above the cutoff value of 20 on the EAT-26 test among athletes than controls (10.2% and 3.1%, respectively). 8.5% of athletes were classified 'at risk' for bone mineral density in contrast to none from the control group. Nutrition knowledge and eating attitude appeared to be independent for both athletes and controls. GNKQ scores of athletes were higher than controls but the differences between the knowledge of 'at risk' and 'not at risk' athletes and controls were inconsequential. Formal education in nutrition or closely related subjects does not have an influence on nutrition knowledge or on being classified as 'at risk' or 'not at risk'. Conclusion The lack of difference in nutrition knowledge between 'at risk' and 'not at risk' athletes suggests that lack of information is not accountable for restricted eating associated with the Female Athlete Triad. PMID:17900347

The effects of isolated and integrated 'core stability' training on athletic performance measures: a systematic review.

PubMed

Reed, Casey A; Ford, Kevin R; Myer, Gregory D; Hewett, Timothy E

2012-08-01

Core stability training, operationally defined as training focused to improve trunk and hip control, is an integral part of athletic development, yet little is known about its direct relation to athletic performance. This systematic review focuses on identification of the association between core stability and sports-related performance measures. A secondary objective was to identify difficulties encountered when trying to train core stability with the goal of improving athletic performance. A systematic search was employed to capture all articles related to athletic performance and core stability training that were identified using the electronic databases MEDLINE, CINAHL and SPORTDiscus™ (1982-June 2011). A systematic approach was used to evaluate 179 articles identified for initial review. Studies that performed an intervention targeted toward the core and measured an outcome related to athletic or sport performances were included, while studies with a participant population aged 65 years or older were excluded. Twenty-four in total met the inclusionary criteria for review. Studies were evaluated using the Physical Therapy Evidence Database (PEDro) scale. The 24 articles were separated into three groups, general performance (n = 8), lower extremity (n = 10) and upper extremity (n = 6), for ease of discussion. In the majority of studies, core stability training was utilized in conjunction with more comprehensive exercise programmes. As such, many studies saw improvements in skills of general strengths such as maximum squat load and vertical leap. Surprisingly, not all studies reported measurable increases in specific core strength and stability measures following training. Additionally, investigations that targeted the core as the primary goal for improved outcome of training had mixed results. Core stability is rarely the sole component of an athletic development programme, making it difficult to directly isolate its affect on athletic performance. The population biases of some studies of athletic performance also confound the results. Targeted core stability training provides marginal benefits to athletic performance. Conflicting findings and the lack of a standardization for measurement of outcomes and training focused to improve core strength and stability pose difficulties. Because of this, further research targeted to determine this relationship is necessary to better understand how core strength and stability affect athletic performance.

Comparison of effect of regular unstructured physical training and athletic level training on body composition and cardio respiratory fitness in adolescents.

PubMed

Subramanian, Senthil Kumar; Sharma, Vivek Kumar; A, Vinayathan

2013-09-01

Childhood obesity and hypertension are global problems that are on the rise in India. Improving physical activity is an accepted main line of strategy for overcoming poor body composition, hypertension and reduced cardio respiratory fitness (CRF) all of which are considered as independent risk factors for the development of future cardiovascular complications. Present study was conducted to evaluate the effect of regular unstructured physical training and athletic level training on anthropometric measures, body composition, blood pressure and cardio respiratory fitness in adolescents. This is a collaborative study between the Department of physiology, Jawaharlal Institute of Postgraduate Medical Education and Research and Residential school, Jawahar Navodhya Vidyalaya, Puducherry, India. Student volunteers in the age group of 12-17 years were classified into athletes (group 1) and physically active non-athletes (group 2). Parameters measured and calculated were weight, height, body mass index, waist and hip circumference, body fat percentage (BF%), fat free mass (FFM), Systolic (SBP) & Diastolic blood pressure (DBP), Mean arterial pressure (MAP), Rate pressure product (RPP) and Predicted VO2 max. Mean difference between the groups was analysed using unpaired Student's t-test. All statistical analysis was carried out for two-tailed significance at the 5 % level using SPSS version 19 (SPSSInc, USA). Anthropometric measures, body composition measures and blood pressure values of both the group students were within the normal limits. There was no significant difference in anthropometric and body composition parameters between the group 1 and group 2 students. DBP, MAP and RPP were significantly lower in group 1 students when compared to group 2 students. VO2 max values were more in group 1 girls as compared to group 2 girls while the values of boys were comparable between the two groups. Regular unstructured physical activity for 60 minutes daily for the duration of one year can help the students to maintain their anthropometric parameters, body composition measures and CRF at par with the athletes of the same age and gender. However, athletic level training further reduces the cardiovascular load of the adolescent students.

The impact of anabolic androgenic steroids abuse and type of training on left ventricular remodeling and function in competitive athletes.

PubMed

Ilić, Ivan; Djordjević, Vitomir; Stanković, Ivan; Vlahović-Stipac, Alja; Putniković, Biljana; Babić, Rade; Nesković, Aleksandar N

2014-04-01

Long-term intensive training is associated with distinctive cardiac adaptations which are known as athlete's heart. The aim of this study was to determine whether the use of anabolic androgenic steroids (AAS) could affect echocardiographic parameters of left ventricular (LV) morphology and function in elite strength and endurance athletes. A total of 20 elite strength athletes (10 AAS users and 10 non-users) were compared to 12 steroid-free endurance athletes. All the subjects underwent comprehensive standard echocardiography and tissue Doppler imaging. After being indexed for body surface area, both left atrium (LA) and LV end-diastolic diameter (LVEDD) were significantly higher in the endurance than strength athletes, regardless of AAS use (p < 0.05, for both). A significant correlation was found between LA diameter and LVEDD in the steroid-free endurance athletes, showing that 75% of LA size variability depends on variability of LVEDD (p < 0.001). No significant differences in ejection fraction and cardiac output were observed among the groups, although mildly reduced LV ejection fraction was seen only in the AAS users. The AAS-using strength athletes had higher A-peak velocity when compared to steroid-free athletes, regardless of training type (p < 0.05 for both). Both AAS-using and AAS-free strength athletes had lower e' peak velocity and higher E/e' ratio than endurance athletes (p < 0.05, for all). There is no evidence that LV ejection fraction in elite athletes is altered by either type of training or AAS misuse. Long-term endurance training is associated with preferable effects on LV diastolic function compared to strength training, particularly when the latter is combined with AAS abuse.

Tapering Practices of Strongman Athletes.

PubMed

Winwood, Paul W; Dudson, Mike K; Wilson, Daniel; Mclaren-Harrison, Justice K H; Redjkins, Vladislav; Pritchard, Hayden J; Keogh, Justin W L

2018-05-01

Winwood, PW, Dudson, MK, Wilson, D, Mclaren-Harrison, JKH, Redjkins, V, Pritchard, HJ, and Keogh, JWL. Tapering practices of strongman athletes. J Strength Cond Res 32(5): 1181-1196, 2018-This study provides the first empirical evidence of how strongman athletes taper for strongman competitions. Strongman athletes (n = 454) (mean ± SD: 33.2 ± 8.0 years, 178.1 ± 10.6 cm, 108.6 ± 27.9 kg, 12.6 ± 8.9 years general resistance training, 5.3 ± 5.0 years strongman implement training) completed a self-reported 4-page internet survey on tapering practices. Analysis by sex (male and female), age (≤30 and >30 years), body mass (≤105 and >105 kg), and competitive standard (local/regional amateur, national amateur and professional) was conducted. Eighty-seven percent (n = 396) of strongman athletes reported that they used a taper. Athletes stated that their typical taper length was 8.6 ± 5.0 days, with the step taper the most commonly performed taper (52%). Training volume decreased during the taper by 45.5 ± 12.9%, and all training ceased 3.9 ± 1.8 days out from competition. Typically, athletes reported that training frequency and training duration stayed the same or decreased and training intensity decreased to around 50% in the last week. Athletes generally stated that tapering was performed to achieve recovery, rest, and peak performance; the deadlift, yoke walk, and stone lifts/work took longer to recover from than other lifts; assistance exercises were reduced or removed in the taper; massage, foam rolling, nutritional changes, and static stretching were strategies used in the taper; and, poor tapering occurred when athletes trained too heavy/hard or had too short a taper. These data will assist strongman athletes and coaches in the optimization of tapering variables leading to more peak performances. Future research could investigate the priming and preactivation strategies strongman athletes use on competition day.

Self-reported concussion symptoms and training routines in mixed martial arts athletes.

PubMed

Heath, Christopher J; Callahan, Jennifer L

2013-01-01

Mixed martial arts (MMA) is a full-contact, fighting sport that has risen in popularity over recent years, resulting in an increase in both training facilities and sport participants. To date, little research has examined the complications and vulnerability to head trauma, or concussive symptomatology, in MMA athletes. In this study, we assessed relationships between training routines and concussive symptoms, as well as medical care, in MMA athletes. A sample (N = 119) of MMA athletes reported concussive symptoms, training routines, and medical histories through an online survey. Nearly 15% of the MMA athletes reported history of a knockout, and nearly one-third reported a technical knockout. Subjective ratings of concussive symptoms were high for these athletes, with many of them waiting only a brief time after such incidents to return to competition. These findings have important implications for informing the medical treatment and safety decision for returning to participation for these athletes.

Hydration status in adolescent runners: pre and post training

NASA Astrophysics Data System (ADS)

Ashadi, K.; Mirza, D. N.; Siantoro, G.

2018-01-01

The adequacy of body fluids is important for athletes in supporting performance. The purpose of this research was to determine the hydration status of athletes before and after training. The study was a qualitative descriptive by using random sampling. All athletes were trained for approximately 60 minutes. And they were asked to analyze their body fluid pattern routinely. Data were obtained through urine color measurement. The urinary was taken at pre and post training and was immediately assessed in the afternoon. Based on pre-training urine samples, a mean of urine color scale was 3.1 point. It meant that only 31.2% of the athletes were in dehydrated condition. However, after exercising, urine color index showed scale 4.1. And 62.5% of the athletes experienced dehydration. The results showed that there was a significant change in hydration level before and after training. It can be concluded that training for a long time increases the risk of dehydration. It is important for athletes to meet the needs of body fluids in order to avoid functional impairment in the body during sports activities.

National Athletic Trainers' Association Position Statement: Prevention of Pediatric Overuse Injuries

PubMed Central

Valovich McLeod, Tamara C.; Decoster, Laura C.; Loud, Keith J.; Micheli, Lyle J.; Parker, J. Terry; Sandrey, Michelle A.; White, Christopher

2011-01-01

Abstract Objective: To provide certified athletic trainers, physicians, and other health care professionals with recommendations on best practices for the prevention of overuse sports injuries in pediatric athletes (aged 6–18 years). Background: Participation in sports by the pediatric population has grown tremendously over the years. Although the health benefits of participation in competitive and recreational athletic events are numerous, one adverse consequence is sport-related injury. Overuse or repetitive trauma injuries represent approximately 50% of all pediatric sport-related injuries. It is speculated that more than half of these injuries may be preventable with simple approaches. Recommendations: Recommendations are provided based on current evidence regarding pediatric injury surveillance, identification of risk factors for injury, preparticipation physical examinations, proper supervision and education (coaching and medical), sport alterations, training and conditioning programs, and delayed specialization. PMID:21391806

Using a Critical Appraisal Assignment to Infuse Evidence-Based Practice into a Therapeutic Modality Course

ERIC Educational Resources Information Center

Zwart, Mary Beth; Olson, Bernadette

2014-01-01

Context: It is the responsibility of athletic training educators, through curriculum and clinical experiences, to engage students towards adopting evidence-based practice (EBP) into their practice. The initial task of implementing EBP into a curriculum or course can seem like a large task for educators and students. As a way to start scaffolding…

Implementation of a Values Training Program in Physical Education and Sport: Perspectives from Teachers, Coaches, Students, and Athletes

ERIC Educational Resources Information Center

Koh, Koon Teck; Ong, Shu Wen; Camiré, Martin

2016-01-01

Background: Past research has shown that under the right conditions, youth can learn values through physical education and sport (PES). Although some programs have been developed using PES as a means to foster positive development, a limited amount of research has specifically addressed how stakeholders believe this type of material can be…

The effect on immunity of long-term intensive training in elite swimmers.

PubMed

Gleeson, M; McDonald, W A; Cripps, A W; Pyne, D B; Clancy, R L; Fricker, P A

1995-10-01

The impact of long-term training on systemic and mucosal immunity was assessed prospectively in a cohort of elite swimmers over a 7-month training season in preparation for national championships. The results indicated significant suppression (P < 0.05) of serum IgA, IgG and IgM and salivary IgA concentration in athletes associated with long-term training at an intensive level. There was also a trend towards lower IgG2 subclass levels in serum in athletes compared with controls (P = 0.07). There were no significant changes in numbers or percentages of B or T cell subsets, but there was a significant fall in natural killer (NK) cell numbers and percentages in athletes over the training season (P < 0.05). After individual training sessions there was a significant decrease in salivary IgA levels for athletes compared with controls (P = 0.002). In athletes there was a downward trend in salivary IgA levels over the 7-month training period in both the pre-exercise (P = 0.06) and post-exercise samples (P = 0.04). There were no significant trends in salivary IgG levels over the study period in either athletes or controls. The only significant change in salivary IgM levels was an increase in detection rate in the pre-competition phase in athletes (P = 0.03). The study suggests that training of elite athletes at an intensive level over both short- and long-time frames suppresses both systemic and mucosal immunity. Protracted immune suppression linked with prolonged training may determine susceptibility to infection, particularly at times of major competitions.

Athletic trainers' and physical therapists' perceptions of the effectiveness of psychological skills within sport injury rehabilitation programs.

PubMed

Hamson-Utley, J Jordan; Martin, Scott; Walters, Jason

2008-01-01

Psychological skills are alleged to augment sport-injury rehabilitation; however, implementation of mental imagery within rehabilitation programs is limited. To examine attitudes of athletic trainers (ATs) and physical therapists (PTs) on the effectiveness of mental imagery, goal setting, and positive self-talk to improve rehabilitation adherence and recovery speed of injured athletes. The ATs and PTs were contacted via electronic or physical mailings to complete a single administration survey that measured their beliefs about the effectiveness of psychological skills for increasing adherence and recovery speed of injured athletes undergoing rehabilitation. Professional member databases of the National Athletic Trainers' Association and the American Physical Therapy Association. Of the 1000 ATs and 1000 PTs who were selected randomly, 309 ATs (age = 34.18 +/- 8.32 years, years in profession = 10.67 +/- 7.34) and 356 PTs (age = 38.58 +/- 7.51 years, years in profession = 13.18 +/- 6.17) responded. The Attitudes About Imagery (AAI) survey measures attitudes about psychological skills for enhancing adherence and recovery speed of injured athletes. The AAI includes demographic questions and 15 items on a 7-point Likert scale measuring attitudes about the effectiveness of mental imagery, self-talk, goal setting, and pain control on rehabilitation adherence and recovery speed of injured athletes. Test-retest reliability ranged from .60 to .84 and Cronbach alphas ranged from .65 to .90. We calculated 1-way analyses of variance to determine whether differences existed in attitudes as a result of the professionals' education, training experience, and interest. Mean differences were found on attitudes about effectiveness of psychological skills for those who reported formal training and those who reported interest in receiving formal training (P < .05). In addition, ATs held more positive attitudes than PTs on 9 of 15 AAI items (P < .05). Overall, ATs and PTs held positive attitudes on the effectiveness of psychological skills to augment the rehabilitation process. Clinical implications regarding the use of mental skills are discussed.

Assessment of physical activity, energy expenditure and energy intakes of young men practicing aerobic sports.

PubMed

Wierniuk, Alicja; Włodarek, Dariusz

2014-01-01

Adequate nutrition and energy intake play key rule during the training period and recovery time. The assessment of athlete's energetic needs should be calculated individually, based on personal energy expenditure and Sense Wear PRO3 Armband (SWA) mobile monitor is a useful tool to achieve this goal. However, there is still few studies conducted with use of this monitor. To assess individual energy needs of athletes by use of SWA and to determine whether their energy intake fulfils the body's energy expenditure. Subjects were 15 male students attending Military University of Technology in Warsaw, aged 19-24 years, practicing aerobic. The average body mass was 80.7 ± 7.7 kg and average height was 186.9 ± 5.2 cm, (BMI 23.09 ± 1.85 kg/m2). Assessment of physical activity and energy expenditure (TEE) was established using SWA, which was placed on the back side of dominant hand and worn continuously for 48 hours (during the training and non-training day). The presented results are the average values of these 2 days. Assessment of athletes' physical activity level was established by use of metabolic equivalent of task (MET) and number of steps (NS). Estimation of energy intake was based on three-day dietary recalls (two weekdays and one day of the weekend), evaluated using the Polish Software 'Energia' package. The average TEE of examined athletes was 3877 ± 508 kcal/day and almost half of this energy was spend on physical activity (1898 ± 634 kcal/day). The number of steps was on average 19498 ± 5407 and average MET was 2.05 ± 2.09. The average daily energy intake was 2727 ± 576 kcal. Athletes consumed inadequate amount of energy in comparison to their energy expenditure. Examined group did not have an adequate knowledge about their energy requirement, which shows the need of nutritional consulting and education among these athletes. athletes, aerobic sports, energy expenditure, energy intake.

Plyometric Training Effects on Athletic Performance in Youth Soccer Athletes: A Systematic Review.

PubMed

Bedoya, Abigail A; Miltenberger, Matthew R; Lopez, Rebecca M

2015-08-01

The purpose of this systematic review was to critically analyze the literature to determine the effectiveness of plyometric training on athletic performance in youth soccer athletes. A total of 7 studies were included in this review after meeting the following criteria: (a) used plyometric training programs to assess athletic performance, (b) subjects were soccer athletes aged preadolescent up to 17 years, and (c) were published from 2000 to January 2014. Study methods were assessed using the PEDro scale with scores ranging from 4 to 6. Results showed similarities and differences in methodologies and procedures among the included studies. Athletic performance consisting of kicking distance, speed, jumping ability, and agility significantly improved because of plyometric training interventions. The current evidence suggests that plyometric training should be completed 2 days per week for 8-10 weeks during soccer practice with a 72-hour rest period between plyometric training days. The initial number of foot contacts should be 50-60 per session and increase to no more than 80-120 foot contacts per session for this age group to prevent overuse injuries. A total of 3-4 plyometric training exercises should be performed 2-4 sets for 6-15 repetitions per training session. The evidence and the literature suggest that plyometric training for this age group should only be implemented using recommended safety guidelines such as those published by the Canadian Society for Exercise Physiology and the National Strength and Conditioning Association and under appropriate supervision by trained personnel.

Career Commitment of Postprofessional Athletic Training Program Graduates

PubMed Central

Bowman, Thomas G.; Mazerolle, Stephanie M.; Goodman, Ashley

2015-01-01

Context: Choosing to pursue an advanced degree in athletic training appears to indicate professional commitment and passion for the profession. Currently, there is a paucity of information regarding why some athletic trainers pursue enrollment in a postprofessional athletic training program (PPATP), indicating commitment to the profession, but later depart for another primary role outside of athletic training. Objective: To understand why athletic trainers invested in advanced training via a PPATP but then decided to leave the profession. Design: Qualitative study. Setting: Online data collection. Patients or Other Participants: Twelve graduates (8 women [67%], 4 men [33%], age = 31.58 ± 3.06 years) from PPATPs who no longer had primary employment as an athletic trainer. Data Collection and Analysis: Recruits responded to an e-mail invitation to participate by completing a confidential online questionnaire. We analyzed data using a general inductive approach and secured trustworthiness using multiple-analyst triangulation, peer review, and member checks. Results: Two higher-order themes emerged regarding the career commitment of former athletic trainers who were PPATP graduates: (1) departure from an athletic training career and (2) partial continuance in athletic training. Two second-order themes emerged from the reasons for departure: (1) decreased recognition of value and (2) work-life imbalance. Finally, we identified 2 third-order themes from the participants' reasons for departure because of a perceived lack of value: (1) low salary and (2) long, inconsistent hours worked. Conclusions: Most of our participants intended to stay in the profession when they chose to attend a PPATP. However, during role inductance in either the clinical experience of the PPATP they attended or early in their careers, they began to have thoughts of leaving mainly because of inadequate financial compensation, challenging work schedules, or both. PMID:25343531

Career commitment of postprofessional athletic training program graduates.

PubMed

Bowman, Thomas G; Mazerolle, Stephanie M; Goodman, Ashley

2015-04-01

Choosing to pursue an advanced degree in athletic training appears to indicate professional commitment and passion for the profession. Currently, there is a paucity of information regarding why some athletic trainers pursue enrollment in a postprofessional athletic training program (PPATP), indicating commitment to the profession, but later depart for another primary role outside of athletic training. To understand why athletic trainers invested in advanced training via a PPATP but then decided to leave the profession. Qualitative study. Online data collection. Twelve graduates (8 women [67%], 4 men [33%], age = 31.58 ± 3.06 years) from PPATPs who no longer had primary employment as an athletic trainer. Recruits responded to an e-mail invitation to participate by completing a confidential online questionnaire. We analyzed data using a general inductive approach and secured trustworthiness using multiple-analyst triangulation, peer review, and member checks. Two higher-order themes emerged regarding the career commitment of former athletic trainers who were PPATP graduates: (1) departure from an athletic training career and (2) partial continuance in athletic training. Two second-order themes emerged from the reasons for departure: (1) decreased recognition of value and (2) work-life imbalance. Finally, we identified 2 third-order themes from the participants' reasons for departure because of a perceived lack of value: (1) low salary and (2) long, inconsistent hours worked. Most of our participants intended to stay in the profession when they chose to attend a PPATP. However, during role inductance in either the clinical experience of the PPATP they attended or early in their careers, they began to have thoughts of leaving mainly because of inadequate financial compensation, challenging work schedules, or both.

Using recovery modalities between training sessions in elite athletes: does it help?

PubMed

Barnett, Anthony

2006-01-01

Achieving an appropriate balance between training and competition stresses and recovery is important in maximising the performance of athletes. A wide range of recovery modalities are now used as integral parts of the training programmes of elite athletes to help attain this balance. This review examined the evidence available as to the efficacy of these recovery modalities in enhancing between-training session recovery in elite athletes. Recovery modalities have largely been investigated with regard to their ability to enhance the rate of blood lactate removal following high-intensity exercise or to reduce the severity and duration of exercise-induced muscle injury and delayed onset muscle soreness (DOMS). Neither of these reflects the circumstances of between-training session recovery in elite athletes. After high-intensity exercise, rest alone will return blood lactate to baseline levels well within the normal time period between the training sessions of athletes. The majority of studies examining exercise-induced muscle injury and DOMS have used untrained subjects undertaking large amounts of unfamiliar eccentric exercise. This model is unlikely to closely reflect the circumstances of elite athletes. Even without considering the above limitations, there is no substantial scientific evidence to support the use of the recovery modalities reviewed to enhance the between-training session recovery of elite athletes. Modalities reviewed were massage, active recovery, cryotherapy, contrast temperature water immersion therapy, hyperbaric oxygen therapy, nonsteroidal anti-inflammatory drugs, compression garments, stretching, electromyostimulation and combination modalities. Experimental models designed to reflect the circumstances of elite athletes are needed to further investigate the efficacy of various recovery modalities for elite athletes. Other potentially important factors associated with recovery, such as the rate of post-exercise glycogen synthesis and the role of inflammation in the recovery and adaptation process, also need to be considered in this future assessment.

Nutritional status of adventure racers.

PubMed

Zalcman, Ioná; Guarita, Heloisa Vidigal; Juzwiak, Claudia Ridel; Crispim, Cibele Aparecida; Antunes, Hanna Karen Moreira; Edwards, Ben; Tufik, Sérgio; de Mello, Marco Túlio

2007-05-01

We describe the usual food intake, body composition, and biochemical profile of adventure racers during their training season and evaluate their energy and nutrient intake in relation to current recommendations for ultraendurance athletes. Twenty-four adventure race athletes (18 men and 6 women), 24 to 42 y of age, participated in the study. Food intake was determined with a 3-d food record and body composition by plethysmography. Blood samples were obtained from all subjects for biochemical analyses. All assessments were made during the usual training phase. Female athletes had a higher body fat percentage than did male athletes (20.2 +/- 5.7% versus 12.5 +/- 3.5%). For men and women, food intake was high in protein (1.9 +/- 0.5 g/kg in men, 2.0 +/- 0.4 g/kg in women) and fat (1.6 +/- 0.3 g/kg in men, 1.5 +/- 1.3 g/kg in women). Carbohydrate intake of male athletes was at the lower limit of that recommended (5.9 +/- 1.8 g/kg). For most vitamins and minerals, athletes' intake was adequate, with the exception of magnesium, zinc, and potassium in men and women and vitamin E and calcium in women, which presented a high probability of being inadequate compared with reference values. High blood levels of total cholesterol and low-density lipoprotein cholesterol were found in female athletes (201.0 +/- 44.7 and 104.1 +/- 43.1 mg/dL, respectively) and all other biochemical analyses were within normal reference values. The adventure racers presented an inadequate nutritional profile when compared with recommendations for endurance exercise. These athletes need to be educated about consuming an adequate diet to meet the nutritional needs of their activity.

Athletes at High Altitude

PubMed Central

Khodaee, Morteza; Grothe, Heather L.; Seyfert, Jonathan H.; VanBaak, Karin

2016-01-01

Context: Athletes at different skill levels perform strenuous physical activity at high altitude for a variety of reasons. Multiple team and endurance events are held at high altitude and may place athletes at increased risk for developing acute high altitude illness (AHAI). Training at high altitude has been a routine part of preparation for some of the high level athletes for a long time. There is a general belief that altitude training improves athletic performance for competitive and recreational athletes. Evidence Acquisition: A review of relevant publications between 1980 and 2015 was completed using PubMed and Google Scholar. Study Design: Clinical review. Level of Evidence: Level 3. Results: AHAI is a relatively uncommon and potentially serious condition among travelers to altitudes above 2500 m. The broad term AHAI includes several syndromes such as acute mountain sickness (AMS), high altitude pulmonary edema (HAPE), and high altitude cerebral edema (HACE). Athletes may be at higher risk for developing AHAI due to faster ascent and more vigorous exertion compared with nonathletes. Evidence regarding the effects of altitude training on athletic performance is weak. The natural live high, train low altitude training strategy may provide the best protocol for enhancing endurance performance in elite and subelite athletes. High altitude sports are generally safe for recreational athletes, but they should be aware of their individual risks. Conclusion: Individualized and appropriate acclimatization is an essential component of injury and illness prevention. PMID:26863894

Monitoring Hydration Status Pre- and Post-Training among University Athletes Using Urine Color and Weight Loss Indicators

ERIC Educational Resources Information Center

Webb, Marquitta C.; Salandy, Sinead T.; Beckford, Safiya E.

2016-01-01

Objective: To investigate the hydration status pre- and post-training among university athletes using urine color and weight loss as indicators. Participants: Participants were 52 university athletes training for campus games in a developing country. Methods: Pre- and post-training urine specimens were compared with a standard urine color scale.…

A Subjective and Objective Process for Athletic Training Student Selection

ERIC Educational Resources Information Center

Hawkins, Jeremy R.; McLoda, Todd A.; Stanek, Justin M.

2015-01-01

Context: Admission decisions are made annually concerning whom to accept into athletic training programs. Objective: To present an approach used to make admissions decisions at an undergraduate athletic training program and to corroborate this information by comparing each aspect to nursing program admission processes. Background: Annually,…

Engagement Theory in Action: An Investigation of Athletic Training Program Directors

ERIC Educational Resources Information Center

Peer, Kimberly S.

2007-01-01

Objective: To examine the use of good practice indicators by athletic training program directors and to provide a theoretical framework using engagement theory, a learner-centered process focusing on program improvement through continuous planning and evaluation, as a foundation for implementing good practices in athletic training education…

A genetic-based algorithm for personalized resistance training

PubMed Central

Kiely, J; Suraci, B; Collins, DJ; de Lorenzo, D; Pickering, C; Grimaldi, KA

2016-01-01

Association studies have identified dozens of genetic variants linked to training responses and sport-related traits. However, no intervention studies utilizing the idea of personalised training based on athlete's genetic profile have been conducted. Here we propose an algorithm that allows achieving greater results in response to high- or low-intensity resistance training programs by predicting athlete's potential for the development of power and endurance qualities with the panel of 15 performance-associated gene polymorphisms. To develop and validate such an algorithm we performed two studies in independent cohorts of male athletes (study 1: athletes from different sports (n = 28); study 2: soccer players (n = 39)). In both studies athletes completed an eight-week high- or low-intensity resistance training program, which either matched or mismatched their individual genotype. Two variables of explosive power and aerobic fitness, as measured by the countermovement jump (CMJ) and aerobic 3-min cycle test (Aero3) were assessed pre and post 8 weeks of resistance training. In study 1, the athletes from the matched groups (i.e. high-intensity trained with power genotype or low-intensity trained with endurance genotype) significantly increased results in CMJ (P = 0.0005) and Aero3 (P = 0.0004). Whereas, athletes from the mismatched group (i.e. high-intensity trained with endurance genotype or low-intensity trained with power genotype) demonstrated non-significant improvements in CMJ (P = 0.175) and less prominent results in Aero3 (P = 0.0134). In study 2, soccer players from the matched group also demonstrated significantly greater (P < 0.0001) performance changes in both tests compared to the mismatched group. Among non- or low responders of both studies, 82% of athletes (both for CMJ and Aero3) were from the mismatched group (P < 0.0001). Our results indicate that matching the individual's genotype with the appropriate training modality leads to more effective resistance training. The developed algorithm may be used to guide individualised resistance-training interventions. PMID:27274104

Concussion evaluation methods among Washington State high school football coaches and athletic trainers.

PubMed

Murphy, Ashley; Kaufman, Marla S; Molton, Ivan; Coppel, David B; Benson, John; Herring, Stanley A

2012-06-01

To evaluate awareness of concussion assessment methods and to determine whether there are differences among Washington State high school football coaches and athletic trainers in urban versus rural school districts. A Catalyst WebQ survey link was randomly sent by e-mail to varsity head football coaches, athletic trainers, and athletic directors in Washington State school districts. Survey participants were high school varsity head football coaches and athletic trainers from a total of 106 Washington State high schools. A 12-item questionnaire on Catalyst WebQ was distributed via e-mail. The survey inquired about use of the methods of concussion assessment, both on the field and for follow-up; participants' concussion education training; and familiarity with Washington State's Zackery Lystedt Law. The survey examined differences in concussion management practices between rural and urban school districts and also between coaches and athletic trainers in Washington State, specifically regarding the use of the Standardized Concussion Assessment Tool 2 (SCAT2) and neurocognitive testing (NCT). Twenty-seven of 48 respondents (56%) used the SCAT2 for on-the-field assessment; urban respondents were significantly more likely to use SCAT2 (P < .05). The difference between coaches and athletic trainers with respect to SCAT2 use was not significant (P = .08). NCT was used by 18 of 58 respondents (31%). This was more commonly used by those in urban districts (P < .01) and by athletic trainers (P < .01). Eleven of these 18 individuals (61%) reported that a neuropsychologist interpreted the results; the rest used other providers not specifically trained in neuropsychology. There was no statistically significant correlation between years of experience and use of the SCAT2, but those with more than 10 years of experience were less likely to use NCT (P < .01). All respondents reported being familiar with Washington State's Zackery Lystedt Law, but only 44.1% reported that the law changed their concussion management. There were statistically significant differences between SCAT2 and NCT use for respondents from urban and rural districts, and also between coaches and athletic trainers, as well as NCT use among respondents with varying years of experience. Further understanding and identification of barriers that limit identification and management of concussions in high school athletes are crucial to prevent serious permanent injury. Additional education is necessary to ensure that athletic trainers and coaches are aware of current recommendations within the medical literature for the evaluation and management of concussions. Copyright © 2012 American Academy of Physical Medicine and Rehabilitation. Published by Elsevier Inc. All rights reserved.

Psychosocial determinants of young athletes' continued participation over time.

PubMed

Jõesaar, Helen; Hein, Vello

2011-08-01

The aim of this study was to examine the differences in psychosocial and motivational variables between persistent and dropout youth athletes and between groups with different years in training. Team and individual youth athletes completed questionnaires measuring autonomy support from parents and coaches, peer motivational climate, basic psychological needs satisfaction, and sport motivation. The results showed that athletes who dropped out perceived significantly less competence, relatedness, and autonomy need satisfaction, and they perceived less autonomy support from parents and were less intrinsically motivated than persistent athletes. Youth athletes with up to one year in training reported significantly lower effort and intra-team conflict with peers, relatedness need satisfaction, and external motivation than athletes with 1 to 3 years and >3 years in training. Findings extend knowledge of the psychosocial determinants of sport continuation behaviour among young athletes.

Exploring Summer Medical Care Within the National Collegiate Athletic Association Division I Setting: A Perspective From the Athletic Trainer.

PubMed

Mazerolle, Stephanie M; Eason, Christianne M; Goodman, Ashley

2016-02-01

Over the last few decades, the National Collegiate Athletics Association (NCAA) has made changes related to the increase in sanctioned team activities during summer athletics. These changes may affect how athletic training services are provided. To investigate the methods by which athletic training departments of NCAA institutions manage expectations regarding athletic training services during the summer. Mixed-methods qualitative and quantitative study. The NCAA Division I. Twenty-two athletic trainers (13 men, 9 women) participated. All were employed full time within the NCAA Division I setting. Participants were 35 ± 8 years of age (range, 26-52 years), with 12 ± 7 years (range, 3-29 years) of athletic training experience. All participants completed a series of questions online that consisted of closed- (demographic and Likert-scale 5-point) and open-ended items that addressed the research questions. Descriptive statistics, frequency distributions, and phenomenologic analyses were completed with the data. Peer review and multiple-analyst triangulation established credibility. Summer athletic training services included 3 primary mechanisms: individual medical care, shared medical care, or a combination of the 2. Participants reported working 40 ± 10 hours during the summer. Likert-item analysis showed that participants were moderately satisfied with their summer medical care structure (3.3 ± 1.0) and with the flexibility of summer schedules (3.0 ± 1.2). Yet the qualitative analysis revealed that perceptions of summer medical care were more positive for shared-care participants than for individual- or combination-care participants. The perceived effect on the athletic trainer included increased workload and expectations and a negative influence on work-life balance, particularly in terms of decreased schedule flexibility and opportunities for rejuvenation. For many, the summer season mimicked the hours, workload, and expectations of the nontraditional season. The NCAA rule changes and medical care expectations affected the summer workload of athletic trainers, but job sharing seemed to help them manage conflict associated with providing summer athletic training services.

The effects of a Special Olympics Unified Sports Soccer training program on anthropometry, physical fitness and skilled performance in Special Olympics soccer athletes and non-disabled partners.

PubMed

Baran, Funda; Aktop, Abdurrahman; Özer, Dilara; Nalbant, Sibel; Ağlamış, Ece; Barak, Sharon; Hutzler, Yeshayahu

2013-01-01

The study investigated the effects of a Special Olympics (SO) Unified Sport (UNS) soccer program on anthropometry, physical fitness and soccer skills of male youth athletes with and without intellectual disabilities (ID) who participated in a training group (TRG) and in a comparison group (CG) without specific training. Youth with ID (WID) were randomly selected out of all the students between the ages 12 and 15, with a diagnosis of educable mental retardation and no secondary disabilities, who were attending a special education school. Participants without ID (WoID) were randomly selected from a regular secondary school out of the same age groups of male students. All participants were given permission by their parents or guardians to participate in the study. Participants in the TRG included 23 youth WID and 23 youth WoID. Mean ages were = 14.1 (SD = 1.1) and 13.2 (SD = 0.79) respectively. Fifteen WID, and 15 WoID comprised the CG. Mean ages were 14.51 (SD = 0.81) and 13.78 (SD = 0.49) respectively. Prior to and following the program measurements were conducted, and data were collected on students' anthropometric and fitness components of the Brockport physical fitness test as well as a soccer skill performance based on the SO soccer skill test. Participants in the TRG trained 8 weeks, 1.5h per session, three times per week, in an after-school soccer program. CG did not participate in any sports program outside of the school physical education class. Dependent t tests and effect size calculations revealed that SO athletes and non-disabled partners scored significantly higher with regard to physical fitness and football skills in most variables compared with their CG. This Unified Program was successful in increasing fitness and soccer skill performance of youth WID as well as of those WoID. Copyright © 2012 Elsevier Ltd. All rights reserved.

A Systematic Approach to Programmatic Assessment

ERIC Educational Resources Information Center

Moffit, Dani M.; Mansell, Jamie L.; Russ, Anne C.

2016-01-01

Context: Accrediting bodies and universities increasingly require evidence of student learning within courses and programs. Within athletic training, programmatic assessment has been a source of angst for program directors. While there are many ways to assess educational programs, this article introduces 1 systematic approach. Objective: This…

Nutritional habits among high-performance endurance athletes.

PubMed

Baranauskas, Marius; Stukas, Rimantas; Tubelis, Linas; Žagminas, Kęstutis; Šurkienė, Genė; Švedas, Edmundas; Giedraitis, Vincentas Rolandas; Dobrovolskij, Valerij; Abaravičius, Jonas Algis

2015-01-01

For athletes, the main purpose of nutrition is to ensure the compensation of increased energy consumption and the need for nutrients in the athlete's body, thereby enabling maximum adaptation to physical loads. The aim of this study was to determine the habits of highly trained endurance athletes depending on sports type, sex and age in order to improve the planning and management of the training of athletes using targeted measures. In 2009-2012, the dietary habits of 146 endurance athletes were analyzed. The actual diet of Lithuania endurance athletes was investigated using a 24-h dietary survey method. Data on the athletes' actual diet were collected for the previous day. It was found that 80.8% of endurance athletes used lower-than-recommended amounts of carbohydrates in their diet, and more than 70% of athletes used higher-than-recommended levels of fat, saturated fatty acids, and cholesterol. The diet of female athletes was low in carbohydrates, dietary fiber, protein, omega-3 fatty acids, B vitamins, potassium, calcium, phosphorus, iron, manganese, and zinc. Athletes aged 14-18 years tended to consume quantities of protein that were either lower than recommended or excessive. The diet of highly trained endurance athletes does not fully meet their requirements and in this situation cannot ensure maximum adaptation to very intense and/or long-duration physical loads. The diet of highly trained endurance athletes must be optimized, adjusted and individualized. Particular attention should be focused on female athletes. Copyright © 2015 Lithuanian University of Health Sciences. Production and hosting by Elsevier Urban & Partner Sp. z o.o. All rights reserved.

Monitoring the athlete training response: subjective self-reported measures trump commonly used objective measures: a systematic review

PubMed Central

Saw, Anna E; Main, Luana C; Gastin, Paul B

2016-01-01

Background Monitoring athlete well-being is essential to guide training and to detect any progression towards negative health outcomes and associated poor performance. Objective (performance, physiological, biochemical) and subjective measures are all options for athlete monitoring. Objective We systematically reviewed objective and subjective measures of athlete well-being. Objective measures, including those taken at rest (eg, blood markers, heart rate) and during exercise (eg, oxygen consumption, heart rate response), were compared against subjective measures (eg, mood, perceived stress). All measures were also evaluated for their response to acute and chronic training load. Methods The databases Academic search complete, MEDLINE, PsycINFO, SPORTDiscus and PubMed were searched in May 2014. Fifty-six original studies reported concurrent subjective and objective measures of athlete well-being. The quality and strength of findings of each study were evaluated to determine overall levels of evidence. Results Subjective and objective measures of athlete well-being generally did not correlate. Subjective measures reflected acute and chronic training loads with superior sensitivity and consistency than objective measures. Subjective well-being was typically impaired with an acute increase in training load, and also with chronic training, while an acute decrease in training load improved subjective well-being. Summary This review provides further support for practitioners to use subjective measures to monitor changes in athlete well-being in response to training. Subjective measures may stand alone, or be incorporated into a mixed methods approach to athlete monitoring, as is current practice in many sport settings. PMID:26423706

The impact of training schedules on the sleep and fatigue of elite athletes.

PubMed

Sargent, Charli; Lastella, Michele; Halson, Shona L; Roach, Gregory D

2014-12-01

In any sport, successful performance requires a planned approach to training and recovery. While sleep is recognized as an essential component of this approach, the amount and quality of sleep routinely obtained by elite athletes has not been systematically evaluated. Data were collected from 70 nationally ranked athletes from seven different sports. Athletes wore wrist activity monitors and completed self-report sleep/training diaries for 2 weeks during normal training. The athletes also recorded their fatigue level prior to each training session using a 7-point scale. On average, the athletes spent 08:18 ± 01:12 h in bed, fell asleep at 23:06 ± 01:12 h, woke at 6:48 ± 01:30 h and obtained 06:30 ± 01:24 h of sleep per night. There was a marked difference in the athletes' sleep/wake behaviour on training days and rest days. Linear mixed model analyses revealed that on nights prior to training days, time spent in bed was significantly shorter (p = 0.001), sleep onset and offset times were significantly earlier (p < 0.001) and the amount of sleep obtained was significantly less (p = 0.001), than on nights prior to rest days. Moreover, there was a significant effect of sleep duration on pre-training fatigue levels (p ≤ 0.01). Specifically, shorter sleep durations were associated with higher levels of pre-training fatigue. Taken together, these findings suggest that the amount of sleep an elite athlete obtains is dictated by their training schedule. In particular, early morning starts reduce sleep duration and increase pre-training fatigue levels. When designing schedules, coaches should be aware of the implications of the timing of training sessions for sleep and fatigue. In cases where early morning starts are unavoidable, countermeasures for minimizing sleep loss - such as strategic napping during the day and correct sleep hygiene practices at night - should be considered.

An Integrated, Multifactorial Approach to Periodization for Optimal Performance in Individual and Team Sports.

PubMed

Mujika, Iñigo; Halson, Shona; Burke, Louise M; Balagué, Gloria; Farrow, Damian

2018-05-01

Sports periodization has traditionally focused on the exercise aspect of athletic preparation, while neglecting the integration of other elements that can impact an athlete's readiness for peak competition performances. Integrated periodization allows the coordinated inclusion of multiple training components best suited for a given training phase into an athlete's program. The aim of this article is to review the available evidence underpinning integrated periodization, focusing on exercise training, recovery, nutrition, psychological skills, and skill acquisition as key factors by which athletic preparation can be periodized. The periodization of heat and altitude adaptation, body composition, and physical therapy is also considered. Despite recent criticism, various methods of exercise training periodization can contribute to performance enhancement in a variety of elite individual and team sports, such as soccer. In the latter, both physical and strategic periodization are useful tools for managing the heavy travel schedule, fatigue, and injuries that occur throughout a competitive season. Recovery interventions should be periodized (ie, withheld or emphasized) to influence acute and chronic training adaptation and performance. Nutrient intake and timing in relation to exercise and as part of the periodization of an athlete's training and competition calendar can also promote physiological adaptations and performance capacity. Psychological skills are a central component of athletic performance, and their periodization should cater to each athlete's individual needs and the needs of the team. Skill acquisition can also be integrated into an athlete's periodized training program to make a significant contribution to competition performance.

National Athletic Trainers' Association position statement: safe weight loss and maintenance practices in sport and exercise.

PubMed

Turocy, Paula Sammarone; DePalma, Bernard F; Horswill, Craig A; Laquale, Kathleen M; Martin, Thomas J; Perry, Arlette C; Somova, Marla J; Utter, Alan C

2011-01-01

To present athletic trainers with recommendations for safe weight loss and weight maintenance practices for athletes and active clients and to provide athletes, clients, coaches, and parents with safe guidelines that will allow athletes and clients to achieve and maintain weight and body composition goals. Unsafe weight management practices can compromise athletic performance and negatively affect health. Athletes and clients often attempt to lose weight by not eating, limiting caloric or specific nutrients from the diet, engaging in pathogenic weight control behaviors, and restricting fluids. These people often respond to pressures of the sport or activity, coaches, peers, or parents by adopting negative body images and unsafe practices to maintain an ideal body composition for the activity. We provide athletic trainers with recommendations for safe weight loss and weight maintenance in sport and exercise. Although safe weight gain is also a concern for athletic trainers and their athletes and clients, that topic is outside the scope of this position statement. Athletic trainers are often the source of nutrition information for athletes and clients; therefore, they must have knowledge of proper nutrition, weight management practices, and methods to change body composition. Body composition assessments should be done in the most scientifically appropriate manner possible. Reasonable and individualized weight and body composition goals should be identified by appropriately trained health care personnel (eg, athletic trainers, registered dietitians, physicians). In keeping with the American Dietetics Association (ADA) preferred nomenclature, this document uses the terms registered dietitian or dietician when referring to a food and nutrition expert who has met the academic and professional requirements specified by the ADA's Commission on Accreditation for Dietetics Education. In some cases, a registered nutritionist may have equivalent credentials and be the commonly used term. All weight management and exercise protocols used to achieve these goals should be safe and based on the most current evidence. Athletes, clients, parents, and coaches should be educated on how to determine safe weight and body composition so that athletes and clients more safely achieve competitive weights that will meet sport and activity requirements while also allowing them to meet their energy and nutritional needs for optimal health and performance.

National Athletic Trainers' Association Position Statement: Preventing, Detecting, and Managing Disordered Eating in Athletes

PubMed Central

Bonci, Christine M; Bonci, Leslie J; Granger, Lorita R; Johnson, Craig L; Malina, Robert M; Milne, Leslie W; Ryan, Randa R; Vanderbunt, Erin M

2008-01-01

Objective: To present recommendations for the prevention, detection, and comprehensive management of disordered eating (DE) in athletes. Background: Athletes with DE rarely self-report their symptoms. They tend to deny the condition and are often resistant to referral and treatment. Thus, screenings and interventions must be handled skillfully by knowledgeable professionals to obtain desired outcomes. Certified athletic trainers have the capacity and responsibility to play active roles as integral members of the health care team. Their frequent daily interactions with athletes help to facilitate the level of medical surveillance necessary for early detection, timely referrals, treatment follow-through, and compliance. Recommendations: These recommendations are intended to provide certified athletic trainers and others participating in the health maintenance and performance enhancement of athletes with specific knowledge and problem-solving skills to better prevent, detect, and manage DE. The individual biological, psychological, sociocultural, and familial factors for each athlete with DE result in widely different responses to intervention strategies, challenging the best that athletics programs have to offer in terms of resources and expertise. The complexity, time intensiveness, and expense of managing DE necessitate an interdisciplinary approach representing medicine, nutrition, mental health, athletic training, and athletics administration in order to facilitate early detection and treatment, make it easier for symptomatic athletes to ask for help, enhance the potential for full recovery, and satisfy medicolegal requirements. Of equal importance is establishing educational initiatives for preventing DE. PMID:18335017

What Do We Know about Early Sport Specialization? Not Much!

ERIC Educational Resources Information Center

Baker, Joseph; Cobley, Stephen; Fraser-Thomas, Jessica

2009-01-01

In November 2005, the International Olympic Committee's Medical Commission issued a statement on "Training the elite child athlete" recommending that "more scientific research be done to better identify the parameters of training the elite child athlete". This paper focuses on a specific issue related to training the child athlete: early…

Transformational Leadership and Programmatic Outcomes: A Correlational Study of Athletic Training Programs

ERIC Educational Resources Information Center

Gerakos, Donna S.

2017-01-01

The study of leadership practices of athletic training program directors is severely limited and the lack of clearly defined program director qualifications combined to provide the underpinnings for this research. The purpose of this quantitative correlational study was to identify if a relationship existed between athletic training program…

Factors associated with menstrual irregularities and decreased bone mineral density in female athletes.

PubMed

Fruth, S J; Worrell, T W

1995-07-01

Menstrual irregularities occur in some female athletes. The most extreme form of menstrual irregularity is amenorrhea, which has been linked to significant decreases in vertebral bone density and increases in injury prevalence. Many authors have sought to determine the causal factors of athletic amenorrhea, some of which include hormonal status, training and physical parameters, nutritional balance, and psychological stress. The purpose of this paper was to compare studies that have examined the relationship of these variables to menstrual irregularities and bone density. Controversy exists regarding the relative contribution of these variables. The etiology is likely multifactorial and should be evaluated as such. Clinicians treating female athletes must be knowledgeable about the negative consequences associated with menstrual irregularities. Furthermore, it is critical that clinicians provide thorough patient education in order to prevent injuries and the long-term loss of bone density. Appropriate medical and/or psychological referral of the athlete with menstrual irregularities may be necessary.

The Effects of Isolated and Integrated ‘Core Stability’ Training on Athletic Performance Measures

PubMed Central

Reed, Casey A.; Ford, Kevin R.; Myer, Gregory D.; Hewett, Timothy E.

2014-01-01

Background Core stability training, operationally defined as training focused to improve trunk and hip control, is an integral part of athletic development, yet little is known about its direct relation to athletic performance. Objective This systematic review focuses on identification of the association between core stability and sports-related performance measures. A secondary objective was to identify difficulties encountered when trying to train core stability with the goal of improving athletic performance. Data sources A systematic search was employed to capture all articles related to athletic performance and core stability training that were identified using the electronic databases MEDLINE, CINAHL and SPORTDiscus™ (1982-June2011). Study selection A systematic approach was used to evaluate 179 articles identified for initial review. Studies that performed an intervention targeted toward the core and measured an outcome related to athletic or sport performances were included, while studies with a participant population aged 65 years or older were excluded. Twenty-four in total met the inclusionary criteria for review. Study appraisal and synthesis methods Studies were evaluated using the Physical Therapy Evidence Database (PEDro) scale. The 24 articles were separated into three groups, general performance (n = 8), lower extremity (n = 10) and upper extremity (n = 6), for ease of discussion. Results In the majority of studies, core stability training was utilized in conjunction with more comprehensive exercise programmes. As such, many studies saw improvements in skills of general strengths such as maximum squat load and vertical leap. Surprisingly, not all studies reported measurable increases in specific core strength and stability measures following training. Additionally, investigations that targeted the core as the primary goal for improved outcome of training had mixed results. Limitations Core stability is rarely the sole component of an athletic development programme, making it difficult to directly isolate its affect on athletic performance. The population biases of some studies of athletic performance also confound the results. Conclusions Targeted core stability training provides marginal benefits to athletic performance. Conflicting findings and the lack of a standardization for measurement of outcomes and training focused to improve core strength and stability pose difficulties. Because of this, further research targeted to determine this relationship is necessary to better understand how core strength and stability affect athletic performance. PMID:22784233

The development and application of an injury prediction model for noncontact, soft-tissue injuries in elite collision sport athletes.

PubMed

Gabbett, Tim J

2010-10-01

Limited information exists on the training dose-response relationship in elite collision sport athletes. In addition, no study has developed an injury prediction model for collision sport athletes. The purpose of this study was to develop an injury prediction model for noncontact, soft-tissue injuries in elite collision sport athletes. Ninety-one professional rugby league players participated in this 4-year prospective study. This study was conducted in 2 phases. Firstly, training load and injury data were prospectively recorded over 2 competitive seasons in elite collision sport athletes. Training load and injury data were modeled using a logistic regression model with a binomial distribution (injury vs. no injury) and logit link function. Secondly, training load and injury data were prospectively recorded over a further 2 competitive seasons in the same cohort of elite collision sport athletes. An injury prediction model based on planned and actual training loads was developed and implemented to determine if noncontact, soft-tissue injuries could be predicted and therefore prevented in elite collision sport athletes. Players were 50-80% likely to sustain a preseason injury within the training load range of 3,000-5,000 units. These training load 'thresholds' were considerably reduced (1,700-3,000 units) in the late-competition phase of the season. A total of 159 noncontact, soft-tissue injuries were sustained over the latter 2 seasons. The percentage of true positive predictions was 62.3% (n = 121), whereas the total number of false positive and false negative predictions was 20 and 18, respectively. Players that exceeded the training load threshold were 70 times more likely to test positive for noncontact, soft-tissue injury, whereas players that did not exceed the training load threshold were injured 1/10 as often. These findings provide information on the training dose-response relationship and a scientific method of monitoring and regulating training load in elite collision sport athletes.

Citius, Altius, Fortius: beneficial effects of resistance training for young athletes: Narrative review.

PubMed

Faigenbaum, Avery D; Lloyd, Rhodri S; MacDonald, James; Myer, Gregory D

2016-01-01

The motto of the Olympic Games is Citius, Altius, Fortius which is Latin for 'Faster, Higher, Stronger'. It is a clarion call to all competitors, including the youngest, to engage in training strategies that prepare athletes to be the best in the world. Existing research indicates that various forms of resistance training can elicit performance improvements in young athletes. Stronger young athletes will be better prepared to learn complex movements, master sport tactics, and sustain the demands of training and competition. An integrative training programme grounded in resistance training and motor skill development can optimise a young athlete's potential to maximise their athletic and sporting performance, while reducing the risk of a sports-related injury. Resistance training may be especially important for modern-day young athletes who are more likely to specialise in one sport at an early age at the expense of enhancing general physical fitness and learning diversified sport skills. Structured interventions that include qualified instruction; targeted movement practice; and strength and conditioning activities that are developmentally appropriate, progressive and technique driven are needed to attain a level of athleticism that is consistent with the Olympic motto. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

Secondary Amenorrhea among Female Athletes. Current Understandings.

ERIC Educational Resources Information Center

Sasiene, Gwen Hagenbuch

1983-01-01

Research pertaining to female athletes' problems with secondary amenorrhea is reviewed. Studies point to stress, weight loss, anorexia nervosa, obesity, arduous athletic training, and age of onset of training as factors which may contribute to this disorder. (PP)

Comparison of Non-Invasive Individual Monitoring of the Training and Health of Athletes with Commercially Available Wearable Technologies

PubMed Central

Düking, Peter; Hotho, Andreas; Holmberg, Hans-Christer; Fuss, Franz Konstantin; Sperlich, Billy

2016-01-01

Athletes adapt their training daily to optimize performance, as well as avoid fatigue, overtraining and other undesirable effects on their health. To optimize training load, each athlete must take his/her own personal objective and subjective characteristics into consideration and an increasing number of wearable technologies (wearables) provide convenient monitoring of various parameters. Accordingly, it is important to help athletes decide which parameters are of primary interest and which wearables can monitor these parameters most effectively. Here, we discuss the wearable technologies available for non-invasive monitoring of various parameters concerning an athlete's training and health. On the basis of these considerations, we suggest directions for future development. Furthermore, we propose that a combination of several wearables is most effective for accessing all relevant parameters, disturbing the athlete as little as possible, and optimizing performance and promoting health. PMID:27014077

Achieving optimum sports performance during Ramadan: some practical recommendations.

PubMed

Maughan, Ronald J; Zerguini, Yacine; Chalabi, Hakim; Dvorak, Jiri

2012-01-01

Muslim athletes should fast from sunrise to sunset each day throughout the 30 days of Ramadan. Most athletes will continue to train throughout Ramadan, and they may also be required to compete at this time, but they will also engage in the religious, cultural, and social activities that Ramadan represents. The available evidence indicates that high-level athletes can maintain performance during Ramadan if physical training, food and fluid intake, and sleep are appropriate and well controlled. Individualized monitoring of athletes may help to prevent fatigue and overtraining and to reduce the risk of consequent illness and injury. The timing and intensity of training may require adjustment to optimize the training response, and training close to or after sunset may have advantages, but this will vary between individual and team sports and between environments that are predominantly Muslim and those that are predominantly non-Muslim. Training late in the day allows nutrition interventions after training to promote adaptations to the training stimulus, to promote recovery, and might help to reduce muscle damage. Sleep deficits have a number of adverse effects on well-being and performance, and athletes should ensure adequate sleep throughout Ramadan. In non-Muslim majority environments, especially in team sports, coaches and athletes should be sensitive to the needs of their team-mates who may be fasting. Event organizers should take account of the needs of Muslim athletes when scheduling the dates and timings of sports competitions.

Who Should Mentor Me? Giving a Voice to Black Women Athletic Training Students

ERIC Educational Resources Information Center

Siple, Bonnie J.; Hopson, Rodney K.; Sobehart, Helen C.; Turocy, Paula S.

2015-01-01

Context: Black women are dramatically underrepresented in the health care profession of athletic training. It may be theorized that one of the reasons more black female students are not entering into the profession of athletic training is that they do not have adequate mentors to successfully guide them. Objective: The purpose of our qualitative…

Athletic Training Students' Perceptions of and Academic Preparation in the Use of Psychological Skills in Sport Injury Rehabilitation

ERIC Educational Resources Information Center

Kamphoff, Cindra S.; Hamson-Utley, J. Jordan; Antoine, Beth; Knutson, Rebecca; Thomae, Jeffrey; Hoenig, Catherine

2010-01-01

Context: Injured athletes rely on athletic trainers to assist them when recovering from injury. Over the last 20 years, the use of psychological skills to speed recovery has become increasingly popular. Objective: Explore athletic training students' perceptions of the importance and effectiveness of psychological skills in the rehabilitation of…

Alterations in redox homeostasis in the elite endurance athlete.

PubMed

Lewis, Nathan A; Howatson, Glyn; Morton, Katie; Hill, Jessica; Pedlar, Charles R

2015-03-01

The production of reactive oxygen (ROS) and nitrogen species (RNS) is a fundamental feature of mammalian physiology, cellular respiration and cell signalling, and essential for muscle function and training adaptation. Aerobic and anaerobic exercise results in alterations in redox homeostasis (ARH) in untrained, trained and well trained athletes. Low to moderate doses of ROS and RNS play a role in muscle adaptation to endurance training, but an overwhelming increase in RNS and ROS may lead to increased cell apoptosis and immunosuppression, fatigued states and underperformance. The objectives of this systematic review are: (a) to test the hypotheses that ARH occur in elite endurance athletes; following an acute exercise bout, in an endurance race or competition; across a micro-, meso- or macro-training cycle; following a training taper; before, during and after altitude training; in females with amenorrhoea versus eumenorrhoea; and in non-functional over-reaching (NFOR) and overtraining states (OTS); (b) to report any relationship between ARH and training load and ARH and performance; and (c) to apply critical difference values for measures of oxidative stress/ARH to address whether there is any evidence of ARH being of physiological significance (not just statistical) and thus relevant to health and performance in the elite athlete. Electronic databases, Embase, MEDLINE, and SPORTDiscus were searched for relevant articles. Only studies that were observational articles of cross-sectional or longitudinal design, and included elite athletes competing at national or international level in endurance sports were included. Studies had to include biomarkers of ARH; oxidative damage, antioxidant enzymes, antioxidant capacity, and antioxidant vitamins and nutrients in urine, serum, plasma, whole blood, red blood cells (RBCs) and white blood cells (WBCs). A total of 3,057 articles were identified from the electronic searches. Twenty-eight articles met the inclusion criteria and were included in the review. ARH occurs in elite endurance athletes, after acute exercise, a competition or race, across training phases, and with natural or simulated altitude. A reduction in ARH occurs across the season in elite athletes, with marked variation around intensified training phases, between individuals, and the greatest disturbances (of physiological significance) occurring with live-high-train-low techniques, and in athletes competing. A relationship with ARH and performance and illness exists in elite athletes. There was considerable heterogeneity across the studies for the biomarkers and assays used; the sport; the blood sampling time points; and the phase in the annual training cycle and thus baseline athlete fitness. In addition, there was a consistent lack of reporting of the analytical variability of the assays used to assess ARH. The reported biochemical changes around ARH in elite athletes suggest that it may be of value to monitor biomarkers of ARH at rest, pre- and post-simulated performance tests, and before and after training micro- and meso-cycles, and altitude camps, to identify individual tolerance to training loads, potentially allowing the prevention of non-functionally over-reached states and optimisation of the individual training taper and training programme.

Perceived outcomes of web-based modules designed to enhance athletic trainers' knowledge of evidence-based practice.

PubMed

Welch, Cailee E; Van Lunen, Bonnie L; Hankemeier, Dorice A; Wyant, Aimee L; Mutchler, Jessica M; Pitney, William A; Hays, Danica G

2014-01-01

The release of evidence-based practice (EBP) Web-based learning modules to the membership of the National Athletic Trainers' Association has provided athletic trainers (ATs) the opportunity to enhance their knowledge of the various EBP concepts. Whereas increasing the knowledge of EBP among ATs is important, assessing whether this newfound knowledge is being translated into clinical practice and didactic education is crucial. To explore the effectiveness of an educational intervention regarding EBP on the didactic instruction patterns of athletic training educators and the clinical practice behaviors of clinicians. Qualitative study. Individual telephone interviews. A total of 25 ATs (12 educators, 13 clinicians; experience as an AT = 16.00 ± 9.41 years) were interviewed. We conducted 1 individual telephone interview with each participant. After transcription, the data were analyzed and coded into common themes and categories. Triangulation of the data occurred via the use of multiple researchers and member checking to confirm the accuracy of the data. Participants perceived the EBP Web-based modules to produce numerous outcomes regarding education and clinical practice. These outcomes included perceived knowledge gain among participants, an increase in the importance and scope of EBP, a positive effect on educators' didactic instruction patterns and on instilling value and practice of EBP among students, and an enhanced ability among clinicians to implement EBP within clinical practice. However, some clinicians reported the Web-based modules had no current effect on clinical practice. Although the EBP Web-based modules were successful at enhancing knowledge among ATs, translation of knowledge into the classroom and clinical practice remains limited. Researchers should aim to identify effective strategies to help ATs implement EBP concepts into didactic education and clinical practice.

Perceived Outcomes of Web-Based Modules Designed to Enhance Athletic Trainers' Knowledge of Evidence-Based Practice

PubMed Central

Welch, Cailee E.; Van Lunen, Bonnie L.; Hankemeier, Dorice A.; Wyant, Aimee L.; Mutchler, Jessica M.; Pitney, William A.; Hays, Danica G.

2014-01-01

Context: The release of evidence-based practice (EBP) Web-based learning modules to the membership of the National Athletic Trainers' Association has provided athletic trainers (ATs) the opportunity to enhance their knowledge of the various EBP concepts. Whereas increasing the knowledge of EBP among ATs is important, assessing whether this newfound knowledge is being translated into clinical practice and didactic education is crucial. Objective: To explore the effectiveness of an educational intervention regarding EBP on the didactic instruction patterns of athletic training educators and the clinical practice behaviors of clinicians. Design: Qualitative study. Setting: Individual telephone interviews. Patients or Other Participants: A total of 25 ATs (12 educators, 13 clinicians; experience as an AT = 16.00 ± 9.41 years) were interviewed. Data Collection and Analysis: We conducted 1 individual telephone interview with each participant. After transcription, the data were analyzed and coded into common themes and categories. Triangulation of the data occurred via the use of multiple researchers and member checking to confirm the accuracy of the data. Results: Participants perceived the EBP Web-based modules to produce numerous outcomes regarding education and clinical practice. These outcomes included perceived knowledge gain among participants, an increase in the importance and scope of EBP, a positive effect on educators' didactic instruction patterns and on instilling value and practice of EBP among students, and an enhanced ability among clinicians to implement EBP within clinical practice. However, some clinicians reported the Web-based modules had no current effect on clinical practice. Conclusions: Although the EBP Web-based modules were successful at enhancing knowledge among ATs, translation of knowledge into the classroom and clinical practice remains limited. Researchers should aim to identify effective strategies to help ATs implement EBP concepts into didactic education and clinical practice. PMID:24576306

Express-evaluation of the psycho-physiological condition of Paralympic athletes

PubMed Central

Drozdovski, Alexander; Gromova, Irina; Korotkov, Konstantin; Shelkov, Oleg; Akinnagbe, Femi

2012-01-01

Objective Evaluation of elite athletes’ psycho-physiological condition at various stages of preparation and in international competition. Design Athletes were tested during training and participation in international competition using methods of galvanic skin response (GSR) and gas discharge visualization (GDV). Setting Saint Petersburg Federal Research Institute of Physical Culture and Sport, Russia and Paralympic athletic training camp, Norway. Participants Eighteen athletes from Russia’s Skiing and Biathlon Paralympic Team. All athletes had some level of damage to their musculoskeletal system. Main outcome measures Stress level (SL), energy potential (EP), and psycho-emotional tension (PET). Results It was found that the higher the level of EP achieved by the athlete in the training period, the lower the SL in the competition time. The SL of an athlete recorded in the training period significantly correlates with the SL both before and at the time of competition. The PET and SL before the World Cup was negatively correlated to the results of skiing competitions. Conclusion Evaluation of PET, EP, and SL through GSR and GDV offers a fast, highly precise, non-invasive method to assess an athlete’s level of readiness during both training and at the time of competition. PMID:24198605

The Study of the Impacts of "Running" on the Contact Area of Soles and Maximal Strength among Elite Middle Distance Runners

ERIC Educational Resources Information Center

Uzun, Ahmet; Aydos, Latif; Kaya, Metin; Yuksel, Mehmet Fatih; Pekel, Haci Ahmet

2017-01-01

It is possible that running training for many years in athletics affects athletes' running patterns and sole structure. The main aim of this study is to examine the effect of maximal force applied to the floor area and contact area of the athletes with related to mid-distance training for athletics. 18 male athletes who represent Turkey on the…

Ambient intelligence systems for personalized sport training.

PubMed

Vales-Alonso, Javier; López-Matencio, Pablo; Gonzalez-Castaño, Francisco J; Navarro-Hellín, Honorio; Baños-Guirao, Pedro J; Pérez-Martínez, Francisco J; Martínez-Álvarez, Rafael P; González-Jiménez, Daniel; Gil-Castiñeira, Felipe; Duro-Fernández, Richard

2010-01-01

Several research programs are tackling the use of Wireless Sensor Networks (WSN) at specific fields, such as e-Health, e-Inclusion or e-Sport. This is the case of the project "Ambient Intelligence Systems Support for Athletes with Specific Profiles", which intends to assist athletes in their training. In this paper, the main developments and outcomes from this project are described. The architecture of the system comprises a WSN deployed in the training area which provides communication with athletes' mobile equipments, performs location tasks, and harvests environmental data (wind speed, temperature, etc.). Athletes are equipped with a monitoring unit which obtains data from their training (pulse, speed, etc.). Besides, a decision engine combines these real-time data together with static information about the training field, and from the athlete, to direct athletes' training to fulfill some specific goal. A prototype is presented in this work for a cross country running scenario, where the objective is to maintain the heart rate (HR) of the runner in a target range. For each track, the environmental conditions (temperature of the next track), the current athlete condition (HR), and the intrinsic difficulty of the track (slopes) influence the performance of the athlete. The decision engine, implemented by means of (m, s)-splines interpolation, estimates the future HR and selects the best track in each fork of the circuit. This method achieves a success ratio in the order of 80%. Indeed, results demonstrate that if environmental information is not take into account to derive training orders, the success ratio is reduced notably.

Training Load, Immune Status, and Clinical Outcomes in Young Athletes: A Controlled, Prospective, Longitudinal Study

PubMed Central

Blume, Katharina; Körber, Nina; Hoffmann, Dieter; Wolfarth, Bernd

2018-01-01

Introduction: Beside positive effects on athlete's health, competitive sport can be linked with an increased risk of illness and injury. Because of high relative increases in training, additional physical and psychological strains, and an earlier specialization and professionalization, adolescent athletes needs an increased attention. Training can alter the immune system by inducing a temporary immunosuppression, finally developing infection symptoms. Previous studies identified Epstein Barr Virus (EBV) as potential indicator for the immune status. In addition to the identification of triggering risk factors for recurrent infections, the aim was to determine the interaction between training load, stress sense, immunological parameters, and clinical symptoms. Methods: A controlled, prospective, longitudinal study on young athletes (n = 274, mean age: 13.8 ± 1.5 yrs) was conducted between 2010 and 2014. Also 285 controls (students, who did not perform competitive sports, mean age: 14.5 ± 1.9 yrs) were recruited. Athletes were examined 3 times each year to determine the effects of stress factors (training load: training hours per week [Th/w]) on selected outcome parameters (clinical [susceptibility to infection, WURSS-21: 21-item Wisconsin Upper Respiratory Symptom Survey], immunological, psychological end points). As part of each visit, EBV serostatus and EBV-specific IgG tiers were studied longitudinally as potential immune markers. Results: Athletes (A) trained 14.9 ± 5.6 h weekly. Controls (C) showed no lower stress levels compared to athletes (p = 0.387). Twelve percent of athletes reported recurrent infections (C: 8.5%, p = 0.153), the presence of an upper respiratory tract infection (URTI) was achieved in 30.7%. EBV seroprevalence of athletes was 60.3% (C: 56.6%, p = 0.339). Mean EBV-specific IgG titer of athletes was 166 ± 115 U/ml (C: 137 ± 112 U/ml, p = 0.030). With increasing Th/w, higher stress levels were observed (p < 0.001). Analyzes of WURSS-21 data revealed no relationship to training load (p = 0.323). Also, training load had no relation to EBV serostatus (p = 0.057) or the level of EBV-specific IgG titers (p = 0.364). Discussion: Young elite athletes showed no increased sense of stress, no higher prevalence of recurrent infections, and no different EBV-specific serological parameters compared to controls. Also, no direct relationship between training loads, clinical complaints, and EBV-specific immune responses was found. With increasing training loads athletes felt more stressed, but significant associations to EBV-specific serological parameters were absent. In summary, EBV serostatus and EBV-specific IgG titers do not allow risk stratification for impaired health. Further investigations are needed to identify additional risk factors and immune markers, with the aim to avoid inappropriate strains by early detection and following intervention. PMID:29628891

Athletic trainers' facilitators of professional commitment in the collegiate setting.

PubMed

Eason, Christianne M; Mazerolle, Stephanie M; Pitney, William A

2015-05-01

Professional responsibility, rewards and respect, and time for rejuvenation are factors supporting professional commitment for athletic trainers (ATs) in the high school setting. The inherent complexities of an occupational setting can mitigate perceptions of professional commitment. Thus far, evidence is lacking regarding professional commitment for ATs in other occupational settings. To extend the literature on professional commitment of the AT to the collegiate setting. Qualitative study. Collegiate. Thirty-three Board of Certification-certified ATs employed in the collegiate setting (National Collegiate Athletic Association Division I = 11, Division II = 9, Division III = 13) with an average of 10 ± 8 years of clinical experience volunteered. Data saturation guided the total number of participants. Online journaling via QuestionPro was used to collect data from all participants. Two strategies, multiple-analyst triangulation and peer review, were completed to satisfy data credibility. Data were evaluated using a general inductive approach. Likert-scale data revealed no differences regarding levels of professional commitment across divisions. Two themes emerged from the inductive-content analysis: (1) professional responsibility and (2) coworker support. The emergent theme of professional responsibility contained 4 subthemes: (1) dedication to advancing the athletic training profession, (2) ardor for job responsibilities, (3) dedication to the student-athlete, and (4) commitment to education. Our participants were able to better maintain their own professional commitment when they felt their coworkers were also committed to the profession. The collegiate ATs investigated in this study, regardless of division, demonstrated professional commitment propelled by their aspiration to advance the profession, as well as their dedication to student-athletes and athletic training students. Maintaining commitment was influenced by a strong sense of coworker support.

Athletic Trainers' Facilitators of Professional Commitment in the Collegiate Setting

PubMed Central

Eason, Christianne M.; Mazerolle, Stephanie M.; Pitney, William A.

2015-01-01

Context: Professional responsibility, rewards and respect, and time for rejuvenation are factors supporting professional commitment for athletic trainers (ATs) in the high school setting. The inherent complexities of an occupational setting can mitigate perceptions of professional commitment. Thus far, evidence is lacking regarding professional commitment for ATs in other occupational settings. Objective: To extend the literature on professional commitment of the AT to the collegiate setting. Design: Qualitative study. Setting: Collegiate. Patients or Other Participants: Thirty-three Board of Certification-certified ATs employed in the collegiate setting (National Collegiate Athletic Association Division I = 11, Division II = 9, Division III = 13) with an average of 10 ± 8 years of clinical experience volunteered. Data saturation guided the total number of participants. Data Collection and Analysis: Online journaling via QuestionPro was used to collect data from all participants. Two strategies, multiple-analyst triangulation and peer review, were completed to satisfy data credibility. Data were evaluated using a general inductive approach. Results: Likert-scale data revealed no differences regarding levels of professional commitment across divisions. Two themes emerged from the inductive-content analysis: (1) professional responsibility and (2) coworker support. The emergent theme of professional responsibility contained 4 subthemes: (1) dedication to advancing the athletic training profession, (2) ardor for job responsibilities, (3) dedication to the student-athlete, and (4) commitment to education. Our participants were able to better maintain their own professional commitment when they felt their coworkers were also committed to the profession. Conclusions: The collegiate ATs investigated in this study, regardless of division, demonstrated professional commitment propelled by their aspiration to advance the profession, as well as their dedication to student-athletes and athletic training students. Maintaining commitment was influenced by a strong sense of coworker support. PMID:25761135

Graduate-Assistant Athletic Trainers' Perceptions of Professional Socialization in the Collegiate Setting: Part I

PubMed Central

Thrasher, Ashley B.; Walker, Stacy E.; Hankemeier, Dorice A.; Mulvihill, Thalia

2016-01-01

Context: Many newly credentialed athletic trainers (ATs) pursue graduate assistantships, which allow them to gain experience while being supervised by an experienced AT. The graduate-assistant (GA) ATs' perception of their socialization process into the collegiate setting is unknown. Objective: To explore the professional socialization of GAs in the collegiate setting. Design: Qualitative study. Setting: Phone interviews. Patients or Other Participants: A total of 19 collegiate GAs (15 women, 4 men; average age = 23 ± 0.15 years; National Collegiate Athletic Association Division I = 13, II = 3, III = 2; National Association of Intercollegiate Athletics = 2; postprofessional athletic training program = 6) participated. Data Collection and Analysis: Data were collected via phone interviews and transcribed verbatim. Interviews were conducted until data saturation occurred. Data were analyzed through phenomenologic reduction. Trustworthiness was established via member checks and peer review. Results: Four themes emerged: (1) role identity, (2) initial entry into role, (3) maturation, and (4) success. Before beginning their role, participants envisioned the assistantship as a way to gain independent experience while being mentored. They perceived themselves as the primary care providers for their athletic teams. Those who were immediately immersed into clinical practice adapted to their role quickly despite experiencing stress initially. Participants felt that a formal orientation process and a policies and procedures manual would have alleviated some of the initial stress. The GAs matured as they practiced clinically and developed confidence as they gained experience. Personal attributes, experience, and peer and supervisor support contributed to perceived success as GAs. Factors that hindered perceived success were lack of confidence, an unsupportive environment, and long hours. Conclusions: When looking for graduate assistantships, ATs should seek a position that allows them to practice independently and provides didactic educational opportunities while aligning with their athletic training philosophies. PMID:27831745

Dynamic and Static Exercises Differentially Affect Plasma Cytokine Content in Elite Endurance- and Strength-Trained Athletes and Untrained Volunteers

PubMed Central

Kapilevich, Leonid V.; Zakharova, Anna N.; Kabachkova, Anastasia V.; Kironenko, Tatyana A.; Orlov, Sergei N.

2017-01-01

Extensive exercise increases the plasma content of IL-6, IL-8, IL-15, leukemia inhibitory factor (LIF), and several other cytokines via their augmented transcription in skeletal muscle cells. However, the relative impact of aerobic and resistant training interventions on cytokine production remains poorly defined. In this study, we compared effects of dynamic and static load on cytokine plasma content in elite strength- and endurance-trained athletes vs. healthy untrained volunteers. The plasma cytokine content was measured before, immediately after, and 30 min post-exercise using enzyme-linked immunosorbent assay. Pedaling on a bicycle ergometer increased IL-6 and IL-8 content in the plasma of trained athletes by about 4- and 2-fold, respectively. In contrast to dynamic load, weightlifting had negligible impact on these parameters in strength exercise-trained athletes. Unlike IL-6 and IL-8, dynamic exercise had no impact on IL-15 and LIF, whereas static load increases the content of these cytokines by ~50%. Two-fold increment of IL-8 content seen in athletes subjected to dynamic exercise was absent in untrained individuals, whereas the ~50% increase in IL-15 triggered by static load in the plasma of weightlifting athletes was not registered in the control group. Thus, our results show the distinct impact of static and dynamic exercises on cytokine content in the plasma of trained athletes. They also demonstrate that both types of exercises differentially affect cytokine content in plasma of athletes and untrained persons. PMID:28194116

Professional Involvement: Requirements as Students and Trends after Certification

ERIC Educational Resources Information Center

Lancaster, Jennifer N.; Myers, Bettye; Nichols, David L.; Webb, Kerry S.

2014-01-01

Context: The field of athletic training needs young engaged professionals for continued progress in allied health care. Academic and clinical requirements during the entry-level education could potentially impact the decisions and directions these students choose to pursue as young professionals. Objective: To determine the difference in…

Preparation of Youth Sport Coaches: An Educational Application of Sport Psychology.

ERIC Educational Resources Information Center

Smoll, Frank L.; Smith, Ronald E.

1981-01-01

Sport psychology has become increasingly important in the development of athletic programs intended to promote healthy physical and psychological development of young participants. In an effort to develop appropriate methods of training coaches to meet the children's needs more fully, behavioral guidelines and assessments are devised and…

CSPAP Professional Preparation and Research Initiatives at the University of South Carolina

ERIC Educational Resources Information Center

Webster, Collin

2017-01-01

Several comprehensive school physical activity program (CSPAP) professional preparation and research initiatives are underway in the Department of Physical Education and Athletic Training at the University of South Carolina. The CSPAP learning experiences have been mostly integrated into existing courses to help candidates in physical education…

Academic Freedom in Athletic Training Education: Food for Thought

ERIC Educational Resources Information Center

Payne, Ellen K.; Berry, David C.; Lowry, John E.

2012-01-01

Academic freedom is defined as the "freedom of the individual scholar to pursue truth wherever it leads, without fear of punishment or of termination of employment for having offended some political, methodological, religious, or social orthodoxy." Currently there is paucity of literature addressing the issue of academic freedom specific to…

Exploring Summer Medical Care Within the National Collegiate Athletic Association Division I Setting: A Perspective From the Athletic Trainer

PubMed Central

Mazerolle, Stephanie M.; Eason, Christianne M.; Goodman, Ashley

2016-01-01

Context:  Over the last few decades, the National Collegiate Athletics Association (NCAA) has made changes related to the increase in sanctioned team activities during summer athletics. These changes may affect how athletic training services are provided. Objective:  To investigate the methods by which athletic training departments of NCAA institutions manage expectations regarding athletic training services during the summer. Design:  Mixed-methods qualitative and quantitative study. Setting:  The NCAA Division I. Patients or Other Participants:  Twenty-two athletic trainers (13 men, 9 women) participated. All were employed full time within the NCAA Division I setting. Participants were 35 ± 8 years of age (range, 26−52 years), with 12 ± 7 years (range, 3−29 years) of athletic training experience. Data Collection and Analysis:  All participants completed a series of questions online that consisted of closed- (demographic and Likert-scale 5-point) and open-ended items that addressed the research questions. Descriptive statistics, frequency distributions, and phenomenologic analyses were completed with the data. Peer review and multiple-analyst triangulation established credibility. Results:  Summer athletic training services included 3 primary mechanisms: individual medical care, shared medical care, or a combination of the 2. Participants reported working 40 ± 10 hours during the summer. Likert-item analysis showed that participants were moderately satisfied with their summer medical care structure (3.3 ± 1.0) and with the flexibility of summer schedules (3.0 ± 1.2). Yet the qualitative analysis revealed that perceptions of summer medical care were more positive for shared-care participants than for individual- or combination-care participants. The perceived effect on the athletic trainer included increased workload and expectations and a negative influence on work-life balance, particularly in terms of decreased schedule flexibility and opportunities for rejuvenation. For many, the summer season mimicked the hours, workload, and expectations of the nontraditional season. Conclusions:  The NCAA rule changes and medical care expectations affected the summer workload of athletic trainers, but job sharing seemed to help them manage conflict associated with providing summer athletic training services. PMID:26881869

Postexercise Dietary Protein Strategies to Maximize Skeletal Muscle Repair and Remodeling in Masters Endurance Athletes: A Review.

PubMed

Doering, Thomas M; Reaburn, Peter R; Phillips, Stuart M; Jenkins, David G

2016-04-01

Participation rates of masters athletes in endurance events such as long-distance triathlon and running continue to increase. Given the physical and metabolic demands of endurance training, recovery practices influence the quality of successive training sessions and, consequently, adaptations to training. Research has suggested that, after muscle-damaging endurance exercise, masters athletes experience slower recovery rates in comparison with younger, similarly trained athletes. Given that these discrepancies in recovery rates are not observed after non-muscle-damaging exercise, it is suggested that masters athletes have impairments of the protein remodeling mechanisms within skeletal muscle. The importance of postexercise protein feeding for endurance athletes is increasingly being acknowledged, and its role in creating a positive net muscle protein balance postexercise is well known. The potential benefits of postexercise protein feeding include elevating muscle protein synthesis and satellite cell activity for muscle repair and remodeling, as well as facilitating muscle glycogen resynthesis. Despite extensive investigation into age-related anabolic resistance in sedentary aging populations, little is known about how anabolic resistance affects postexercise muscle protein synthesis and thus muscle remodeling in aging athletes. Despite evidence suggesting that physical training can attenuate but not eliminate age-related anabolic resistance, masters athletes are currently recommended to consume the same postexercise dietary protein dose (approximately 20 g or 0.25 g/kg/meal) as younger athletes. Given the slower recovery rates of masters athletes after muscle-damaging exercise, which may be due to impaired muscle remodeling mechanisms, masters athletes may benefit from higher doses of postexercise dietary protein, with particular attention directed to the leucine content of the postexercise bolus.

A Mismatch Between Athlete Practice and Current Sports Nutrition Guidelines Among Elite Female and Male Middle- and Long-Distance Athletes.

PubMed

Heikura, Ida A; Stellingwerff, Trent; Mero, Antti A; Uusitalo, Arja Leena Tuulia; Burke, Louise M

2017-08-01

Contemporary nutrition guidelines promote a variety of periodized and time-sensitive recommendations, but current information regarding the knowledge and practice of these strategies among world-class athletes is limited. The aim of this study was to investigate this theme by implementing a questionnaire on dietary periodization practices in national/international level female (n = 27) and male (n = 21) middle- and long-distance runners/race-walkers. The questionnaire aimed to gain information on between and within-day dietary choices, as well as timing of pre- and posttraining meals and practices of training with low or high carbohydrate (CHO) availability. Data are shown as percentage (%) of all athletes, with differences in responses between subgroups (sex or event) shown as Chi-square x 2 when p < .05. Nearly two-thirds of all athletes reported that they aim to eat more food on, or after, hard training days. Most athletes said they focus on adequate fueling (96%) and adequate CHO and protein (PRO) recovery (87%) around key sessions. Twenty-six percent of athletes (11% of middle vs 42% of long-distance athletes [x 2 (1, n = 46) = 4.308, p = .038, phi = 0.3])) reported to undertake training in the fasted state, while 11% said they periodically restrict CHO intake, with 30% ingesting CHO during training sessions. Our findings show that elite endurance athletes appear to execute pre- and post-key session nutrition recovery recommendations. However, very few athletes deliberately undertake some contemporary dietary periodization approaches, such as training in the fasted state or periodically restricting CHO intake. This study suggests mismatches between athlete practice and current and developing sports nutrition guidelines.

Eating patterns and composition of meals and snacks in elite Canadian athletes.

PubMed

Erdman, Kelly Anne; Tunnicliffe, Jasmine; Lun, Victor M; Reimer, Raylene A

2013-06-01

The purpose of this study was to determine the meal- and snack-eating frequency and the nutritional composition of each eating occasion of Canadian high-performance athletes during training. Athletes from 8 Canadian Sport Centres prospectively completed 3-d dietary records including all food, fluid, and supplements consumed. The time of consumption and whether the consumption was a meal or snack were also identified. The dietary records were analyzed for energy (kcal) and macronutrient intake (carbohydrate, protein, and fat) and compared based on gender, age, meal vs. snack, and training vs. rest days. Three hundred twenty-four athletic subjects (64% female and 36% male) completed the study. On average, the athletes ate 4.8 ± 0.8 times daily. Nearly all athletes consumed 3 daily meals of breakfast (98.9%), lunch (97.9%), and dinner (98.7%), with few having snacks: 57%, 71.6%, and 58.1% of athletes consumed an a.m., p.m., and evening snack, respectively. Training-day meal frequency did not differ from that during rest days; however, fewer snacks were consumed on rest days. A.m. and p.m. snacks were consumed significantly more often on training days than rest days. Overall, snacks contributed 24.3% of total daily energy intake. Few dietary variations were discovered between genders, while the youngest athletes (<18 yr) ate less often, especially their morning snack, than the older athletes. In conclusion, Canadian high-performance athletes self-adjusted their energy intakes on training vs. rest days primarily by snacking less and reducing their carbohydrate and protein intakes on rest days, yet they consistently ate regular meals.

Linking Rhetorical Sensitivity with the Ability of an Athletic Training Student to Successfully Perform a Patient Medical Interview

ERIC Educational Resources Information Center

Bertoncino, Thomas K.

2010-01-01

The purpose of this study was to investigate the extent to which the self-reported rhetorical sensitivity of a sample of athletic training students is positively related to successfully performing a patient medical interview. Particularly, the study focused on if athletic training students' reported communication behaviors is related to their…

VO2 Max in Variable Type Exercise Among Well-Trained Upper Body Athletes.

ERIC Educational Resources Information Center

Seals, Douglas R.; Mullin, John P.

1982-01-01

The maximal oxygen consumption (VO2 max) of well-trained upper body athletes was compared to that of untrained individuals in four types of exercise: arm cranking, legs only cycling, graded treadmill running, and combined arm cranking and leg cycling. Results of the study showed that well-trained upper body athletes attained a significantly higher…

The Professional Socialization of Certified Athletic Trainers in the National Collegiate Athletic Association Division I Context

PubMed Central

Pitney, William A.; Ilsley, Paul; Rintala, Jan

2002-01-01

Objective: To describe the professional socialization process of certified athletic trainers (ATCs) in National Collegiate Athletic Association (NCAA) Division I to guide athletic training education and professional development. Design and Setting: We conducted a qualitative study to explore the experiences related to how participants were socialized into their professional roles in Division I. Subjects: A total of 16 interviews were conducted with 11 male (68.75%) and 5 female (31.25%) participants who were either currently or formerly affiliated with an NCAA Division I athletic program. Data Analysis: The interviews were transcribed, coded, and analyzed inductively using a modified grounded theory approach. Trustworthiness was obtained by peer review, data source triangulation, and member checks. Results: We identified a discernible pattern of socialization experiences and perceptions among the participants. The professional socialization processes of Division I collegiate ATCs is explained as a 5-phase developmental sequence: (1) envisioning the role, (2) formal preparation, (3) organizational entry, (4) role evolution, and (5) gaining stability. Conclusions: Examining the professional socialization process provides insights into the experiences of Division I collegiate ATCs as they prepare for their job responsibilities and develop professionally. Appropriate socialization tactics, such as the use of a structured mentoring experience, formal orientation, and staff development programming, can be implemented to promote effective professional development. Additionally, undergraduate students may be well served if they are educated to better use informal learning situations during their initial socializing events. PMID:12937446

[Characteristics of Nutrition in Competitive Sports, Ranging from Leisure Activities to High-Performance Athletics].

PubMed

Braun, H

2016-08-01

Nutrition has a crucial influence on physical and mental performance ability and is an important measure along sidetraining in high-performance athletes. However, this form of nutritionis not applicable for every athlete and in every situation. The question of optimal nutrition requires involvement with the particular type of sports, an athlete's current training stage, and athletes' individual requirements and objectives. Implementation takes time and individual motivation on the part of athletes and the specialist staff who engage intensively with the nutritional needs of athletes. In addition to adequate energy provision, it is important to divide the energy sensibly among the energy sources carbohydrates, fats, and protein. Performance athletes' higher need for protein can usually be covered in their regular diet; supplements are needed only in exceptional cases. Studies have shown that small amounts of 15 - 25 g protein are sensible after weight training, in order to stimulate muscle protein synthesis. The need for carbohydrates increases dynamically with the intensity and duration of physical exertion. A sufficient supply is crucial for achieving maximum performance. Low carb diets are unsuitable for performance athletes. So called low-glycogen training, however, can lead to better adjustment/adaptation processes in selected training stages and can increase performance ability. © Georg Thieme Verlag KG Stuttgart · New York.

Comparison of posture among adolescent male volleyball players and non-athletes

PubMed Central

2014-01-01

Due to high training loads and frequently repeated unilateral exercises, several types of sports training can have an impact on the process of posture development in young athletes. The objective of the study was to assess and compare the postures of adolescent male volleyball players and their non-training peers. The study group comprised 104 volleyball players while the control group consisted of 114 non-training individuals aged 14-16 years. Body posture was assessed by the Moiré method. The volleyball players were significantly taller, and had greater body weight and fat-free mass. The analysis of posture relative to symmetry in the frontal and transverse planes did not show any significant differences between the volleyball players and non-athletes. Postural asymmetries were observed in both the volleyball players and the control participants. Lumbar lordosis was significantly less defined in the volleyball players compared to non-training individuals while no difference was observed in thoracic kyphosis. All athletes demonstrated a loss of lumbar lordosis and an increase in thoracic kyphosis. Significant differences in anteroposterior curvature of the spine between the volleyball players and the non-athletes might be associated with both training and body height. Considering the asymmetric spine overloads which frequently occur in sports training, meticulous posture assessment in young athletes seems well justified. PMID:25729154

Assessment of United States and Japanese Athletic Trainers' Satisfaction with Current Ascension Pathways and Interest in Future Transnational Certification

ERIC Educational Resources Information Center

Presuto, Dax A.

2013-01-01

Background: The purpose of this cross-system and cross-cultural study was to investigate the current athletic training systems in the US and Japan, to assess US and Japanese athletic trainers' satisfaction with current athletic training ascension pathways in their respective country and to determine their interest in future transnational…

Retrospective Injury Epidemiology and Risk Factors for Injury in CrossFit

PubMed Central

Montalvo, Alicia M.; Shaefer, Hilary; Rodriguez, Belinda; Li, Tan; Epnere, Katrina; Myer, Gregory D.

2017-01-01

The objective of the study is to examine injury epidemiology and risk factors for injury in CrossFit athletes. A survey was administered to athletes at four owner-operated facilities in South Florida. Respondents reported number, location of injury, and training exposure from the preceding six months and answered questions regarding potential risk factors for injury. Fifty out of 191 athletes sustained 62 injuries during CrossFit participation in the preceding six months. The most frequently injured locations were the shoulder, knee, and lower back. Injury incidence was 2.3/1000 athlete training hours. Competitors were more likely to be injured (40% v 19%, p = 0.002) and had greater weekly athlete training hours (7.3 ± 7.0 v 4.9 ± 2.9, p < 0.001) than non-competitors. Athletes who reported injury also reported significantly higher values for the following risk factors: years of participation (2.7 ± 1.8 v 1.8 ± 1.5, p = 0.001), weekly athlete training hours (7.3 ± 3.8 v 4.9 ± 2.1, p = 0.020), weekly athlete-exposures (6.4 ± 3.8 v 4.7 ± 2.1, p = 0.003), height (1.72 ± 0.09 m v 1.68 ± 0.01 m, p = 0.011), and body mass (78.24 ± 16.86 kg v 72.91 ± 14.77 kg, p = 0.037). Injury rates during CrossFit and location of injuries were similar to those previously reported. Injury incidence was similar to related sports, including gymnastics and powerlifting. While being a competitor was related to injury, increased exposure and length of participation in CrossFit likely underlied this association. Specifically, increased exposure to training in the form of greater weekly athlete training hours and weekly participations may contribute to injury. Increased height and body mass were also related to injury which is likely reflective of increased load utilized during training. Further research is warranted to determine if biomechanical factors associated with greater height and ability to lift greater loads are modifiable factors that can be adapted to reduce the increase risk of injury during CrossFit. Key points The overall rate of injury in CrossFit athletes was 2.3/1000 athlete training hours. The shoulder, knee, and lower back were the most frequently reported locations of injury. In adjusted models, length of participation in CrossFit, physical activity outside of CrossFit, weekly athlete-exposures to CrossFit, and height were associated with injury in CrossFit athletes. PMID:28344451

The Importance of Muscular Strength: Training Considerations.

PubMed

Suchomel, Timothy J; Nimphius, Sophia; Bellon, Christopher R; Stone, Michael H

2018-04-01

This review covers underlying physiological characteristics and training considerations that may affect muscular strength including improving maximal force expression and time-limited force expression. Strength is underpinned by a combination of morphological and neural factors including muscle cross-sectional area and architecture, musculotendinous stiffness, motor unit recruitment, rate coding, motor unit synchronization, and neuromuscular inhibition. Although single- and multi-targeted block periodization models may produce the greatest strength-power benefits, concepts within each model must be considered within the limitations of the sport, athletes, and schedules. Bilateral training, eccentric training and accentuated eccentric loading, and variable resistance training may produce the greatest comprehensive strength adaptations. Bodyweight exercise, isolation exercises, plyometric exercise, unilateral exercise, and kettlebell training may be limited in their potential to improve maximal strength but are still relevant to strength development by challenging time-limited force expression and differentially challenging motor demands. Training to failure may not be necessary to improve maximum muscular strength and is likely not necessary for maximum gains in strength. Indeed, programming that combines heavy and light loads may improve strength and underpin other strength-power characteristics. Multiple sets appear to produce superior training benefits compared to single sets; however, an athlete's training status and the dose-response relationship must be considered. While 2- to 5-min interset rest intervals may produce the greatest strength-power benefits, rest interval length may vary based an athlete's training age, fiber type, and genetics. Weaker athletes should focus on developing strength before emphasizing power-type training. Stronger athletes may begin to emphasize power-type training while maintaining/improving their strength. Future research should investigate how best to implement accentuated eccentric loading and variable resistance training and examine how initial strength affects an athlete's ability to improve their performance following various training methods.

Mapping the literature of athletic training

PubMed Central

Delwiche, Frances A.; Hall, Ellen F.

2007-01-01

Purpose: This paper identifies the core literature of athletic training and determines which major databases provide the most thorough intellectual access to this literature. Methods: This study collected all cited references from 2002 to 2004 of three journals widely read by those in the athletic training field. Bradford's Law of Scattering was applied to the resulting list to determine the core journal titles in the discipline. Three major databases were reviewed for extent of their coverage of these core journals. Results: Of the total 8,678 citations, one-third referenced a compact group of 6 journals; another third of the citations referenced an additional 40 titles. The remaining 2,837 citations were scattered across 1,034 additional journal titles. Conclusions: The number and scatter of citations over a three-year period identified forty-six key journals in athletic training. The study results can inform athletic trainers of the core literature in their field, encourage database producers (e.g., MEDLINE, SPORTDiscus, CINAHL) to increase coverage of titles that are not indexed or underindexed, and guide purchasing decisions for libraries serving athletic training programs. PMID:17443253

Comparison of Effect of Regular Unstructured Physical Training and Athletic Level Training on Body Composition and Cardio Respiratory Fitness in Adolescents

PubMed Central

Subramanian, Senthil Kumar; Sharma, Vivek Kumar; A, Vinayathan

2013-01-01

Background: Childhood obesity and hypertension are global problems that are on the rise in India. Improving physical activity is an accepted main line of strategy for overcoming poor body composition, hypertension and reduced cardio respiratory fitness (CRF) all of which are considered as independent risk factors for the development of future cardiovascular complications. Aim: Present study was conducted to evaluate the effect of regular unstructured physical training and athletic level training on anthropometric measures, body composition, blood pressure and cardio respiratory fitness in adolescents. Settings and Design: This is a collaborative study between the Department of physiology, Jawaharlal Institute of Postgraduate Medical Education and Research and Residential school, Jawahar Navodhya Vidyalaya, Puducherry, India. Method and Material: Student volunteers in the age group of 12–17 years were classified into athletes (group 1) and physically active non-athletes (group 2). Parameters measured and calculated were weight, height, body mass index, waist and hip circumference, body fat percentage (BF%), fat free mass (FFM), Systolic (SBP) & Diastolic blood pressure (DBP), Mean arterial pressure (MAP), Rate pressure product (RPP) and Predicted VO2 max. Statistical Analysis used: Mean difference between the groups was analysed using unpaired Student’s t–test. All statistical analysis was carried out for two-tailed significance at the 5 % level using SPSS version 19 (SPSSInc, USA). Results: Anthropometric measures, body composition measures and blood pressure values of both the group students were within the normal limits. There was no significant difference in anthropometric and body composition parameters between the group 1 and group 2 students. DBP, MAP and RPP were significantly lower in group 1 students when compared to group 2 students. VO2 max values were more in group 1 girls as compared to group 2 girls while the values of boys were comparable between the two groups. Conclusion: Regular unstructured physical activity for 60 minutes daily for the duration of one year can help the students to maintain their anthropometric parameters, body composition measures and CRF at par with the athletes of the same age and gender. However, athletic level training further reduces the cardiovascular load of the adolescent students. PMID:24179887

Application of serum CK and BUN determination in monitoring pre-competition training of badminton athletes.

PubMed

Yang, Yun

2007-02-01

In order to investigate the feasibility of serum creatine kinase (CK) and blood urea nitrogen (BUN) in monitoring pre-competition training of badminton athletes, the pre-competition training load of 20 badminton athletes was studied, and serum CK and BUN were determined before, immediate and next morning after training. The results showed that after intensive training for one week, serum CK levels were significantly increased by 57.53 mmol/L (P<0.05). After regulation of the training intensity, average serum CK levels were increased by 21.79 mmol/L (P<0.05). BUN contents were increased by 0.83 mmol/L on average with the difference being not significant (P>0.05). After intermittent training, there was significant difference in the average increased levels of serum CK in athletes (P<0.05). There was significant difference before and after regulation of training (P<0.05). The increased levels of BUN were 0.78 mmol/L without significant difference (P>0.05). It was concluded that serum CK was one of the biochemical indicators monitoring the training load sensitivity of badminton athletes, but BUN was of little value in monitoring the training load. Both serum CK and BUN recovered slowly after one-week intensive training and intermittent training, suggesting the metabolic mechanism of human body in training needs further study.

Tips on Training.

ERIC Educational Resources Information Center

DePutte, Toni Van, Ed.; And Others

The articles in this collection are addressed to athletic coaches or ancillary health personnel practitioners who treat athletes' injuries. Emphasis is upon proper immediate care, recognition and referral of serious injuries, and preventive measures to reduce injuries. Papers include: (1) "Planning a High School Athletic Training Program" (Stanley…

A systematic review of dietary protein during caloric restriction in resistance trained lean athletes: a case for higher intakes.

PubMed

Helms, Eric R; Zinn, Caryn; Rowlands, David S; Brown, Scott R

2014-04-01

Caloric restriction occurs when athletes attempt to reduce body fat or make weight. There is evidence that protein needs increase when athletes restrict calories or have low body fat. The aims of this review were to evaluate the effects of dietary protein on body composition in energy-restricted resistance-trained athletes and to provide protein recommendations for these athletes. Database searches were performed from earliest record to July 2013 using the terms protein, and intake, or diet, and weight, or train, or restrict, or energy, or strength, and athlete. Studies (N = 6) needed to use adult (≥ 18 yrs), energy-restricted, resistance-trained (> 6 months) humans of lower body fat (males ≤ 23% and females ≤ 35%) performing resistance training. Protein intake, fat free mass (FFM) and body fat had to be reported. Body fat percentage decreased (0.5-6.6%) in all study groups (N = 13) and FFM decreased (0.3-2.7kg) in nine of 13. Six groups gained, did not lose, or lost nonsignificant amounts of FFM. Five out of these six groups were among the highest in body fat, lowest in caloric restriction, or underwent novel resistance training stimuli. However, the one group that was not high in body fat that underwent substantial caloric restriction, without novel training stimuli, consumed the highest protein intake out of all the groups in this review (2.5-2.6g/kg). Protein needs for energy-restricted resistance-trained athletes are likely 2.3-3.1g/kg of FFM scaled upwards with severity of caloric restriction and leanness.

Subjective Perception of Sports Performance, Training, Sleep and Dietary Patterns of Malaysian Junior Muslim Athletes during Ramadan Intermittent Fasting.

PubMed

Singh, Rabindarjeet; Hwa, Ooi Cheong; Roy, Jolly; Jin, Chai Wen; Ismail, Siti Musyrifah; Lan, Mohamad Faizal; Hiong, Loo Lean; Aziz, Abdul-Rashid

2011-09-01

To examine the subjective perception of daily acute fasting on sports performance, training, sleep and dietary patterns of Muslim athletes during the Ramadan month. Seven hundred and thirty-four (411 male and 323 female) Malaysian Junior-level Muslim athletes (mean age 16.3 ± 2.6 y) participated in the survey which was designed to establish the personal perception of their sport performance, sleep pattern, food and fluid intake during Ramadan fasting. The survey was conducted during and immediately after the month of Ramadan in 2009. Twenty-four percent of the athletes perceived that there was an adverse effect of the Ramadan fast on their sporting performance and 29.3% reported that quality of training during Ramadan was also negatively influenced. Majority (48.2%) of the athletes stated that Ramadan fasting did not affect their normal sleep pattern but 66.6% of them complained of sleepiness during the daytime. Half of the athletes (41.4%) maintained the caloric intake during Ramadan as they normally would with the majority of them (76.2%) reporting that they consumed more fluids during Ramadan. Overall, Malaysian Junior-level Muslim athletes showed diverse views in their perception of changes in their training, sleep and dietary patterns during Ramadan fast. These individual differences probably indicate differences in the athletes' adaptability and coping strategies during fasting and training in Ramadan.

Pre-competition habits and injuries in Taekwondo athletes

PubMed Central

Kazemi, Mohsen; Shearer, Heather; Su Choung, Young

2005-01-01

Background Over the past decade, there has been heightened interest in injury rates sustained by martial arts athletes, and more specifically, Taekwondo athletes. Despite this interest, there is a paucity of research on pre-competition habits and training of these athletes. The purpose of this pilot study was to assess training characteristics, competition preparation habits, and injury profiles of Taekwondo athletes. Methods A retrospective survey of Canadian male and female Taekwondo athletes competing in a national tournament was conducted. Competitors at a Canadian national level tournament were given a comprehensive survey prior to competition. Items on training characteristics, diet, and injuries sustained during training and competition were included. Questionnaires were distributed to 60 athletes. Results A response rate of 46.7% was achieved. Of those that responded, 54% dieted prior to competition, and 36% dieted and exercised pre-competition. Sixty-four percent of the athletes practised between 4–6 times per week, with 54% practicing 2 hours per session. Lower limb injuries were the most common (46.5%), followed by upper extremity (18%), back (10%), and head (3.6%). The majority of injuries consisted of sprains/strains (45%), followed by contusions, fractures, and concussions. More injuries occurred during training, including 59% of first injuries. Conclusion More research needs to be conducted to further illustrate the need for appropriate regulations on weight cycling and injury prevention. PMID:15921510

Upper Respiratory Tract Diseases in Athletes in Different Sports Disciplines.

PubMed

Gałązka-Franta, Anna; Jura-Szołtys, Edyta; Smółka, Wojciech; Gawlik, Radosław

2016-12-01

Upper respiratory tract diseases in athletes are a very common medical problem. Training conditions in different sports disciplines increase the risk of upper respiratory disease. Epidemiological evidence suggests that heavy acute or chronic exercise is related to an increased incidence of upper respiratory tract infections in athletes. Regular physical exercise at high intensity may lead to transient immunosuppression due to high prevalence of allergic diseases in athletes. Regardless of the cause they can exclude athletes from the training program and significantly impair their performance. In the present work, the most common upper respiratory tract diseases in athletes taking into account the disciplines in which they most often occur were presented. The focus was laid on symptoms, diagnostic methods and pharmacotherapy. Moreover, preventive procedures which can help reduce the occurrence of upper respiratory tract disease in athletes were presented. Management according to anti-doping rules, criteria for return to training and competition as an important issues of athlete's health were discussed.

Skeletal muscle pathology in endurance athletes with acquired training intolerance

PubMed Central

Grobler, L; Collins, M; Lambert, M; Sinclair-Smith, C; Derman, W; St, C; Noakes, T

2004-01-01

Background: It is well established that prolonged, exhaustive endurance exercise is capable of inducing skeletal muscle damage and temporary impairment of muscle function. Although skeletal muscle has a remarkable capacity for repair and adaptation, this may be limited, ultimately resulting in an accumulation of chronic skeletal muscle pathology. Case studies have alluded to an association between long term, high volume endurance training and racing, acquired training intolerance, and chronic skeletal muscle pathology. Objective: To systematically compare the skeletal muscle structural and ultrastructural status of endurance athletes with acquired training intolerance (ATI group) with asymptomatic endurance athletes matched for age and years of endurance training (CON group). Methods: Histological and electron microscopic analyses were carried out on a biopsy sample of the vastus lateralis from 18 ATI and 17 CON endurance athletes. The presence of structural and ultrastructural disruptions was compared between the two groups of athletes. Results: Significantly more athletes in the ATI group than in the CON group presented with fibre size variation (15 v 6; p = 0.006), internal nuclei (9 v 2; p = 0.03), and z disc streaming (6 v 0; p = 0.02). Conclusions: There is an association between increased skeletal muscle disruptions and acquired training intolerance in endurance athletes. Further studies are required to determine the nature of this association and the possible mechanisms involved. PMID:15562162

Enhancing team-sport athlete performance: is altitude training relevant?

PubMed

Billaut, François; Gore, Christopher J; Aughey, Robert J

2012-09-01

Field-based team sport matches are composed of short, high-intensity efforts, interspersed with intervals of rest or submaximal exercise, repeated over a period of 60-120 minutes. Matches may also be played at moderate altitude where the lower oxygen partial pressure exerts a detrimental effect on performance. To enhance run-based performance, team-sport athletes use varied training strategies focusing on different aspects of team-sport physiology, including aerobic, sprint, repeated-sprint and resistance training. Interestingly, 'altitude' training (i.e. living and/or training in O(2)-reduced environments) has only been empirically employed by athletes and coaches to improve the basic characteristics of speed and endurance necessary to excel in team sports. Hypoxia, as an additional stimulus to training, is typically used by endurance athletes to enhance performance at sea level and to prepare for competition at altitude. Several approaches have evolved in the last few decades, which are known to enhance aerobic power and, thus, endurance performance. Altitude training can also promote an increased anaerobic fitness, and may enhance sprint capacity. Therefore, altitude training may confer potentially-beneficial adaptations to team-sport athletes, which have been overlooked in contemporary sport physiology research. Here, we review the current knowledge on the established benefits of altitude training on physiological systems relevant to team-sport performance, and conclude that current evidence supports implementation of altitude training modalities to enhance match physical performances at both sea level and altitude. We hope that this will guide the practice of many athletes and stimulate future research to better refine training programmes.

Kinetic Determinants of Reactive Strength in Highly Trained Sprint Athletes.

PubMed

Douglas, Jamie; Pearson, Simon; Ross, Angus; McGuigan, Mike

2018-06-01

Douglas, J, Pearson, S, Ross, A, and McGuigan, M. Kinetic determinants of reactive strength in highly trained sprint athletes. J Strength Cond Res 32(6): 1562-1570, 2018-The purpose of this study was to determine the braking and propulsive phase kinetic variables underpinning reactive strength in highly trained sprint athletes in comparison with a nonsprint-trained control group. Twelve highly trained sprint athletes and 12 nonsprint-trained participants performed drop jumps (DJs) from 0.25, 0.50, and 0.75 m onto a force plate. One familiarization session was followed by an experimental testing session within the same week. Reactive strength index (RSI), contact time, flight time, and leg stiffness were determined. Kinetic variables including force, power, and impulse were assessed within the braking and propulsive phases. Sprint-trained athletes demonstrated higher RSI vs. nonsprint-trained participants across all drop heights {3.02 vs. 2.02; ES (±90% confidence limit [CL]): 3.11 ± 0.86}. This difference was primarily attained by briefer contact times (0.16 vs. 0.22 seconds; effect size [ES]: -1.49 ± 0.53) with smaller differences observed for flight time (0.50 vs. 0.46 seconds; ES: 0.53 ± 0.58). Leg stiffness, braking and propulsive phase force, and power were higher in sprint-trained athletes. Very large differences were observed in mean braking force (51 vs. 38 N·kg; ES: 2.57 ± 0.73) which was closely associated with contact time (r ±90% CL: -0.93 ± 0.05). Sprint-trained athletes exhibited superior reactive strength than nonsprint-trained participants. This was due to the ability to strike the ground with a stiffer leg spring, an enhanced expression of braking force, and possibly an increased utilization of elastic structures. The DJ kinetic analysis provides additional insight into the determinants of reactive strength which may inform subsequent testing and training.

Organizational Infrastructure in the Collegiate Athletic Training Setting, Part II: Benefits of and Barriers in the Athletics Model

PubMed Central

Goodman, Ashley; Mazerolle, Stephanie M.; Eason, Christianne M.

2017-01-01

Context: The athletics model, in which athletic training clinical programs are part of the athletics department, is the predominant model in the collegiate athletic training setting. Little is known about athletic trainers' (ATs') perceptions of this model, particularly as it relates to organizational hierarchy. Objective: To explore the perceived benefits of and barriers in the athletics model. Design: Qualitative study. Setting: National Collegiate Athletic Association Divisions I and III. Patients or Other Participants: Eight full-time ATs (5 men, 3 women; age = 41 ± 13 years, time employed at the current institution = 14 ± 14 years, experience as a certified AT = 18 ± 13 years) working in the collegiate setting using the athletics model. Data Collection and Analysis: We conducted semistructured interviews via telephone or in person and used a general inductive approach to analyze the qualitative data. Multiple-analyst triangulation and peer review established trustworthiness. Results: Two benefits and 3 barriers emerged from the data. Role identity emerged as a benefit that occurred with role clarity, validation, and acceptance of the collegiate AT personality. Role congruence emerged as a benefit of the athletics model that occurred with 2 lower-order themes: relationship building and physician alignment and support. Role strain, staffing concerns, and work-life conflict emerged as barriers in the athletics model. Role strain occurred with 2 primary lower-order themes: role incongruity and role conflict. Conclusions: The athletics model is the most common infrastructure for employing ATs in collegiate athletics. Participants expressed positive experiences via character identity, support, trust relationships, and longevity. However, common barriers remain. To reduce role strain, misaligning values, and work-life conflict, ATs working in the athletics model are encouraged to evaluate their relationships with coaches and their supervisor and consider team physician alignment. Moreover, measures to increase quality athletic training staff from a care rather than a coverage standpoint should be considered. PMID:27977301

Anabolic androgenic steroid use is associated with ventricular dysfunction on cardiac MRI in strength trained athletes.

PubMed

Luijkx, Tim; Velthuis, Birgitta K; Backx, Frank J G; Buckens, Constantinus F M; Prakken, Niek H J; Rienks, Rienk; Mali, Willem P Th M; Cramer, Maarten J

2013-08-10

Uncertainty remains about possible cardiac adaptation to resistance training. Androgenic anabolic steroids (AAS) use plays a potential role and may have adverse cardiovascular effects. To elucidate the effect of resistance training and of AAS-use on cardiac dimensions and function. Cardiac magnetic resonance (CMR) were performed in 156 male subjects aged 18-40 years: 52 non-athletes (maximum of 3 exercise hours/week), 52 strength-endurance (high dynamic-high static, HD-HS) athletes and 52 strength (low dynamic-high static, LD-HS) trained athletes (athletes ≥ 6 exercise hours/week). 28 LD-HS athletes denied and 24 admitted to AAS use for an average duration of 5 years (range 3 months-20 years). No significant differences were found between non-athletes and non-AAS-using LD-HS athletes. AAS-using LD-HS athletes had significantly larger LV and RV volumes and LV wall mass than non-AAS-using LD-HS athletes, but lower than HD-HS athletes. In comparison to all other groups AAS-using LD-HS athletes showed lower ejection fractions of both ventricles (LV/RV EF 51/48% versus 55-57/51-52%) and lower E/A ratios (LV/RV 1.5/1.2 versus 1.9-2.0/1.4-1.5) as an indirect measure of diastolic function. Linear regression models demonstrated a significant effect of AAS-use on LV EDV, LV EDM, systolic function and mitral valve E/A ratio (all ANOVA-tests p<0.05). Strength athletes who use AAS show significantly different cardiac dimensions and biventricular systolic dysfunction and impaired ventricular inflow as compared to non-athletes and non-AAS-using strength athletes. Increased ventricular volume and mass did not exceed that of strength-endurance athletes. These findings may help raise awareness of the consequences of AAS use. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

[Electrocardiographic interpretation in athletes : 2017 recommendations for non-cardiologists].

PubMed

Meyer, Philippe; Gabus, Vincent

2017-07-12

A resting electrocardiogram (ECG) is recommended for screening of sudden cardiac death in young athletes. However, ECG interpretation in athletes requires an adequate training because normal physiological training adaptations in athletes can sometimes be hardly distinguished from abnormal findings suggestive of underlying pathology. In 2017, a consensus of international experts established new recommendations for a clear and accurate interpretation of ECGs in athletes. This article aims to guide non-cardiologists according to these new data, allowing a better triage of anomalies requiring further investigations.

The national sports safety in secondary schools benchmark (N4SB) study: defining athletic training practice characteristics.

PubMed

McLeod, Tamara C Valovich; Bliven, Kellie C Huxel; Lam, Kenneth C; Bay, R Curtis; Valier, Alison R Snyder; Parsons, John T

2013-01-01

Increased rates of sport participation and sport-related injury have led to greater emphasis on and attention to medical care of student-athletes in the secondary school setting. Access to athletic training services is seen as a critical factor for delivering adequate injury prevention and medical care to student-athletes. However, few data are available regarding practice characteristics of athletic trainers (ATs) in this setting. To characterize the practices of secondary school athletic trainers (ATs). Descriptive study. Web-based survey. A total of 17 558 ATs with current National Athletic Trainers' Association membership were identified for survey distribution. Of these, 4232 ATs indicated that they practiced in the secondary school setting, and 4045 completed some part of the survey. A Web-based survey was used to obtain demographic information about ATs and their secondary schools and characteristics of athletic training practice. Descriptive data regarding the athletic trainer's personal characteristics, secondary school characteristics, and practice patterns are reported as percentages and frequencies. Most respondents were in the early stages of their careers and relatively new to the secondary school practice setting. Nearly two-thirds (62.4%; n = 2522) of respondents had 10 or fewer years of experience as secondary school ATs, 52% (n = 2132) had been certified for 10 or fewer years, and 53.4% (n = 2164) had 10 or fewer years of experience in any practice setting. The majority of respondents (85%) worked in public schools with enrollment of 1000 to 1999 (35.5%) and with football (95.5%). More than half of respondents were employed directly by their school. Most respondents (50.6%) reported an athletic training budget of less than $4000. The majority of ATs performed evaluations (87.5%) on-site all of the time, with a smaller percentage providing treatments (73.3%) or rehabilitation (47.4%) services all of the time. This is the first study to describe secondary school athletic training that reflects national practice trends. To improve the quality of athletic training care and to support and improve current working conditions, the profession must examine how its members practice on a day-to-day basis.

Characterizations of a quality certified athletic trainer.

PubMed

Raab, Scot; Wolfe, Brent D; Gould, Trenton E; Piland, Scott G

2011-01-01

Didactic proficiency does not ensure clinical aptitude. Quality athletic health care requires clinical knowledge and affective traits. To develop a grounded theory explaining the constructs of a quality certified athletic trainer (AT). Delphi study. Interviews in conference rooms or business offices and by telephone. Thirteen ATs (men = 8, women = 5) stratified across the largest employment settings (high school, college, clinical) in the 4 largest districts of the National Athletic Trainers? Association (2, 3, 4, 9). Open-ended interview questions were audio recorded, transcribed, and reviewed before condensing. Two member checks ensured trustworthiness. Open coding reduced text to descriptive adjectives. We grouped adjectives into 5 constructs (care, communication, commitment, integrity, knowledge) and grouped these constructs into 2 higher-order constructs (affective traits, effective traits). According to participants, ATs who demonstrate the ability to care, show commitment and integrity, value professional knowledge, and communicate effectively with others can be identified as quality ATs. These abilities facilitate the creation of positive relationships. These relationships allow the quality AT to interact with patients and other health care professionals on a knowledgeable basis that ultimately improves health care delivery. Our resulting theory supported the examination of characteristics not traditionally assessed in an athletic training education program. If researchers can show that these characteristics develop ATs into quality ATs (eg, those who work better with others, relate meaningfully with patients, and improve the standard of health care), they must be cultivated in the educational setting.

Exaggerated blood pressure response to exercise in athletes: dysmetabolism or altered autonomic nervous system modulation?

PubMed

Turmel, Julie; Bougault, Valérie; Boulet, Louis-Philippe; Poirier, Paul

2012-10-01

The importance of exercise-induced exaggerated blood pressure (BP) response in endurance athletes is not known. To assess the hemodynamic parameters and metabolic profile in athletes with an exaggerated BP response to exercise. Forty-four endurance athletes underwent a maximal exercise test, a 24-h ambulatory blood pressure monitoring, a 24-h Holter assessment, and sampling of blood on two occasions: (a) during intense training and (b) following 3 weeks without training. During the training period, 11 athletes showed an exaggerated BP response to exercise, whereas seven of these 11 athletes also showed an exaggerated BP response during the resting period. Elevation in systolic BP was greater in athletes with an exaggerated BP response than athletes with a normal BP response to exercise (resting: 84 ± 22 vs. 60 ± 18 mmHg, P = 0.02; training: 100 ± 21 vs. 70 ± 18 mmHg, P = 0.004). During the training period, athletes with an exaggerated BP response to exercise showed higher systolic BP values on 24-h ambulatory blood pressure monitoring (136 ± 15 vs. 118 ± 8 mmHg, P = 0.02). During the resting period, athletes with an exaggerated BP response to exercise had lower apolipoprotein-A1 (1.3 ± 0.1 vs. 1.5 ± 0.2 g/l, P = 0.009), and higher SDNN (259 ± 47 vs. 209 ± 52 ms, P = 0.03) and pNN50 (0.4 ± 0.1 vs. 0.3 ± 0.1%, P = 0.05). These observations may represent the first sign of a slight metabolic disturbance associated with vascular wall abnormalities, although the parameters remain within normal values.

The differences in electrocardiogram interpretation in top-level athletes.

PubMed

Jakubiak, Agnieszka A; Burkhard-Jagodzińska, Krystyna; Król, Wojciech; Konopka, Marcin; Bursa, Dominik; Sitkowski, Dariusz; Kuch, Marek; Braksator, Wojciech

2017-01-01

The Ministry of Health in Poland recommends electrocardiogram (ECG)-based cardiovascular screening in athletes, but so far there has been a lack of guidelines on preparticipation assessment. We compared different criteria of ECG screening assessment in a group of top-level athletes. The aims were to evaluate the prevalence of ECG changes in athletes that necessitate further cardiological work-up according to three criteria in various age groups as well as to identify factors determining the occurrence of changes related and unrelated to the training. 262 high-dynamic, high-static Polish athletes (rowers, cyclists, canoeists) were divided into two age categories: young (≤ 18 years of age; n = 177, mean age 16.9 ± 0.8; 15-18 years) and elite (> 18 years of age; n = 85, mean age 22.9 ± 3.4; 19-34 years). All sports persons had a 12-lead ECG performed and evaluated according to 2010 European Society of Cardiology (ESC) recommendations, 2012 Seattle criteria, and 2014 Refined criteria. The Refined criteria reduced (p < 0.001) the number of training-unrelated ECG findings to 8.0% vs. 12.6% (Seattle criteria) and 30.5% (ESC recommendations). All three criteria revealed more training-related changes in the group of older athletes (76.5% vs. 55.9%, p = 0.001). Predictors that significantly (p < 0.005) affected the occurrence of adaptive changes were the age of the athlete, training duration (in years), and male gender. 1. The ESC criteria identified a group of athletes that was unacceptably large, as for the screening test, requiring verification with other methods (every fourth athlete). 2. The use of the Refined criteria helps to significantly reduce the frequency and necessity for additional tests. 3. The dependence of adaptive changes on training duration and athletes' age confirms the benign nature of those ECG findings.

National Athletic Trainers' Association Position Statement: Safe Weight Loss and Maintenance Practices in Sport and Exercise

PubMed Central

Turocy, Paula Sammarone; DePalma, Bernard F.; Horswill, Craig A.; Laquale, Kathleen M.; Martin, Thomas J.; Perry, Arlette C.; Somova, Marla J.; Utter, Alan C.

2011-01-01

Objective: To present athletic trainers with recommendations for safe weight loss and weight maintenance practices for athletes and active clients and to provide athletes, clients, coaches, and parents with safe guidelines that will allow athletes and clients to achieve and maintain weight and body composition goals. Background: Unsafe weight management practices can compromise athletic performance and negatively affect health. Athletes and clients often attempt to lose weight by not eating, limiting caloric or specific nutrients from the diet, engaging in pathogenic weight control behaviors, and restricting fluids. These people often respond to pressures of the sport or activity, coaches, peers, or parents by adopting negative body images and unsafe practices to maintain an ideal body composition for the activity. We provide athletic trainers with recommendations for safe weight loss and weight maintenance in sport and exercise. Although safe weight gain is also a concern for athletic trainers and their athletes and clients, that topic is outside the scope of this position statement. Recommendations: Athletic trainers are often the source of nutrition information for athletes and clients; therefore, they must have knowledge of proper nutrition, weight management practices, and methods to change body composition. Body composition assessments should be done in the most scientifically appropriate manner possible. Reasonable and individualized weight and body composition goals should be identified by appropriately trained health care personnel (eg, athletic trainers, registered dietitians, physicians). In keeping with the American Dietetics Association (ADA) preferred nomenclature, this document uses the terms registered dietitian or dietician when referring to a food and nutrition expert who has met the academic and professional requirements specified by the ADA's Commission on Accreditation for Dietetics Education. In some cases, a registered nutritionist may have equivalent credentials and be the commonly used term. All weight management and exercise protocols used to achieve these goals should be safe and based on the most current evidence. Athletes, clients, parents, and coaches should be educated on how to determine safe weight and body composition so that athletes and clients more safely achieve competitive weights that will meet sport and activity requirements while also allowing them to meet their energy and nutritional needs for optimal health and performance. PMID:21669104

Nutrition and training adaptations in aquatic sports.

PubMed

Mujika, Iñigo; Stellingwerff, Trent; Tipton, Kevin

2014-08-01

The adaptive response to training is determined by the combination of the intensity, volume, and frequency of the training. Various periodized approaches to training are used by aquatic sports athletes to achieve performance peaks. Nutritional support to optimize training adaptations should take periodization into consideration; that is, nutrition should also be periodized to optimally support training and facilitate adaptations. Moreover, other aspects of training (e.g., overload training, tapering and detraining) should be considered when making nutrition recommendations for aquatic athletes. There is evidence, albeit not in aquatic sports, that restricting carbohydrate availability may enhance some training adaptations. More research needs to be performed, particularly in aquatic sports, to determine the optimal strategy for periodizing carbohydrate intake to optimize adaptations. Protein nutrition is an important consideration for optimal training adaptations. Factors other than the total amount of daily protein intake should be considered. For instance, the type of protein, timing and pattern of protein intake and the amount of protein ingested at any one time influence the metabolic response to protein ingestion. Body mass and composition are important for aquatic sport athletes in relation to power-to-mass and for aesthetic reasons. Protein may be particularly important for athletes desiring to maintain muscle while losing body mass. Nutritional supplements, such as b-alanine and sodium bicarbonate, may have particular usefulness for aquatic athletes' training adaptation.

Injuries and medical issues in synchronized Olympic sports.

PubMed

Mountjoy, Margo

2009-01-01

Spectators of the Olympic Games can enjoy a wide variety of sports, including strength, team, timed, endurance, and artistic sports. In the Olympic program, there are two synchronized events: synchronized diving and synchronized swimming. The precision of the synchronization of the athlete's movements and skills is an added feature of entertainment. Synchronized athletes have additional training requirements to perfect the synchronization of their skills. The physical demands on the athlete from the repetition of training required for the perfection of synchronization result in injuries unique to these sports. Although both traumatic and overuse injuries occur, overuse injuries are more common. As these disciplines are artistic, judged sports, these athletes also are susceptible to eating disorders and the female athlete triad. This article reviews the training regimen of these athletes and outlines the injuries and health concerns that are common in the synchronized sports.

Charlie's Words: Supporting Gifted Male Athletes Using Athletes' Journals

ERIC Educational Resources Information Center

Kent, Richard

2012-01-01

A gifted student-athlete, Charlie Bloomfield is introduced to athlete's journals by his coaches at Burke Mountain Academy (Vermont), an elite American ski school. Used by Olympians and professionals alike, journals provide athletes with ways to organize and reflect on training and competitions. Athlete's journals help gifted male athletes address…

Flow-mediated dilation in athletes: influence of aging.

PubMed

Montero, David; Padilla, Jaume; Diaz-Cañestro, Candela; Muris, Dennis M J; Pyke, Kyra E; Obert, Philippe; Walther, Guillaume

2014-11-01

Controversy exists on whether endothelial function is enhanced in athletes. We sought to systematically review the literature and determine whether endothelial function, as assessed by flow-mediated dilation (FMD), is greater in athletes across all ages relative to that in their age-matched counterparts. We conducted a systematic search on MEDLINE, Cochrane, Scopus, and Web of Science since their inceptions until July 2013 for articles evaluating FMD in athletes. A meta-analysis was performed to compare the standardized mean difference (SMD) in FMD of the brachial artery between athletes and age-matched control subjects. Subgroup analyses and meta-regression were used to identify sources of heterogeneity. Twenty-one articles were included in this analysis, comprising 530 athletes (452 endurance trained, 49 strength trained, and 29 endurance and strength trained) and 376 control subjects. After data pooling, FMD was higher in athletes than that in control groups (SMD, 0.48; P = 0.008). In subgroup analyses, young athletes (<40 yr) presented increased baseline brachial artery diameter (mean difference, 0.40 mm; P < 0.00001) and similar FMD (SMD, 0.27; P = 0.22) compared with those in controls. In contrast, master athletes (>;50 yr) showed similar baseline brachial artery diameter (mean difference, 0.04 mm; P = 0.69) and increased FMD (SMD, 0.99; P = 0.0005) compared with those in controls. The current meta-analysis provides evidence that master athletes but not young athletes exhibit greater FMD compared with that in age-matched healthy controls, thus suggesting that the association between high levels of exercise training and increased FMD is age dependent.

Suggested Resource List. Wisconsin Nutrition Education and Training Program. 4th Revised Edition.

ERIC Educational Resources Information Center

Wisconsin State Dept. of Public Instruction, Madison.

This resource list on nutrition is divided into 16 subject matter categories. References within each category include information on intended audience, type of media, title, date, author, publisher, price, and annotations. Subjects covered are: (1) athletics/physical fitness; (2) careers; (3) consumerism; (4) dental health; (5) diet/health and…

The Role of Extracurricular Activity Involvement on Athletic Training Students' Retention and Success: A Qualitative Case Study

ERIC Educational Resources Information Center

Lewis, Melanie Leanor

2017-01-01

Higher education research has focused more attention recently on student involvement in extracurricular activities. Student involvement in extracurricular activities has been linked to decreased levels of stress, degree attainment, increased college satisfaction, retention, and positive academic performance. Due to the limited research on the…

Single-Case Research Design: An Alternative Strategy for Evidence-Based Practice

ERIC Educational Resources Information Center

Stapleton, Drue; Hawkins, Andrew

2015-01-01

Objective: The trend of utilizing evidence-based practice (EBP) in athletic training is now requiring clinicians, researchers, educators, and students to be equipped to both engage in and make judgments about research evidence. Single-case design (SCD) research may provide an alternative approach to develop such skills and inform clinical and…

Dressing Rooms & Related Service Facilities for Physical Education, Athletics, and Recreation.

ERIC Educational Resources Information Center

Ragsdale, Lee; And Others

The purpose of this publication is to identify significant considerations in the planning of dressing-locker rooms and related service facilities such as shower rooms, toilet and lavatory rooms, toweling areas, storage and supply rooms, laundries, training and first aid rooms, and custodial facilities. However, only a perfunctory treatment of each…

Professional Preparation regarding the Recognition and Treatment of Exertional Heat Stroke: The Student Perspective

ERIC Educational Resources Information Center

Mazerolle, Stephanie M.; Pagnotta, Kelly D.; Casa, Douglas J.; Armstrong, Lawrence; Maresh, Carl

2011-01-01

Context: Current evidence suggests rectal temperature(T[subscript re] and cold-water immersion (CWI) are the most effective means to diagnose and treat exertional heat stroke (EHS), respectively. Educators, clinicians, and students should be apprised of this evidence to guide their practice. Objective: Investigate what athletic training students…

Perceptions of Sexual Harassment in Athletic Training

ERIC Educational Resources Information Center

Shingles, René Revis; Smith, Yevonne

2008-01-01

Objective: To describe and analyze the experiences of ethnically diverse female certified athletic trainers (ATCs) in order to discern the perceived nature of sexual harassment in the athletic training profession. Design and Setting: Both quantitative and qualitative methods were used for a larger study; however, only the qualitative data are…

Small-Group Standardized Patient Encounter Improves Athletic Training Students' Psychosocial Intervention and Referral Skills

ERIC Educational Resources Information Center

Walker, Stacy E.; Weidner, Thomas G.; Thrasher, Ashley B.

2016-01-01

Context: Athletic trainers provide psychological support, counseling, intervention, and referral to patients during clinical practice. However, students are rarely exposed to real-life opportunities to develop these skills. Objective: To determine if a small-group standardized patient (SP) encounter improved athletic training students'…

Orientation Tactics Utilized in Postprofessional Athletic Training Programs

ERIC Educational Resources Information Center

Walker, Stacy E.; Mazerolle, Stephanie M.; Thrasher, Ashley B.

2016-01-01

Context: Some newly credentialed athletic trainers pursue a postprofessional degree with a curriculum that specifically advances their athletic training practice. Orientation sessions are a tactic used to assist these students' transition into these new roles of graduate student and independent clinician, yet the structure of these sessions is…

Sport Psychology Service Provision: Preferences for Consultant Characteristics and Mode of Delivery among Elite Malaysian Athletes

PubMed Central

Ponnusamy, Vellapandian; Grove, J. Robert

2014-01-01

Factors relevant to the working alliance between athletes and sport psychology consultants were investigated in a sample of elite Malaysian athletes (n = 217). The athletes represented a variety of team and individual sports, and they provided information about the perceived importance of seven consultant characteristics/behaviors as well as seven program delivery options. At a full-sample level, general preferences were expressed for consultants to lead a physically active lifestyle, regularly attend training sessions and competitions, and have prior experience as an athlete or coach. General preferences were also expressed for program content to be determined by the coach or consultant, and for regular, small doses of mental skills training to be delivered in a face-to-face context throughout the year. At a sub-group level, team sport athletes had stronger preferences than individual sport athletes for program delivery on a group/team basis, while individual sport athletes had stronger preferences than team sport athletes for having a role in determining program content. Findings are discussed in relation to dominant value themes within Malaysian society and the reinforcement of these themes within specific sport subcultures. Key points Consultant characteristics and program delivery methods have an impact on the effectiveness of sport psychology services. Preferred consultant characteristics and preferred methods of delivery may be affected by cultural and subcultural values. Elite Malaysian athletes prefer consultants to lead a physically active lifestyle; to regularly attend training/competition; and to have prior experience as an athlete or coach. Elite Malaysian athletes also prefer that the coach or consultant determine program content, and that mental skills training take place in a face-to-face context throughout the year. PMID:25177193

Sport Psychology Service Provision: Preferences for Consultant Characteristics and Mode of Delivery among Elite Malaysian Athletes.

PubMed

Ponnusamy, Vellapandian; Grove, J Robert

2014-09-01

Factors relevant to the working alliance between athletes and sport psychology consultants were investigated in a sample of elite Malaysian athletes (n = 217). The athletes represented a variety of team and individual sports, and they provided information about the perceived importance of seven consultant characteristics/behaviors as well as seven program delivery options. At a full-sample level, general preferences were expressed for consultants to lead a physically active lifestyle, regularly attend training sessions and competitions, and have prior experience as an athlete or coach. General preferences were also expressed for program content to be determined by the coach or consultant, and for regular, small doses of mental skills training to be delivered in a face-to-face context throughout the year. At a sub-group level, team sport athletes had stronger preferences than individual sport athletes for program delivery on a group/team basis, while individual sport athletes had stronger preferences than team sport athletes for having a role in determining program content. Findings are discussed in relation to dominant value themes within Malaysian society and the reinforcement of these themes within specific sport subcultures. Key pointsConsultant characteristics and program delivery methods have an impact on the effectiveness of sport psychology services.Preferred consultant characteristics and preferred methods of delivery may be affected by cultural and subcultural values.Elite Malaysian athletes prefer consultants to lead a physically active lifestyle; to regularly attend training/competition; and to have prior experience as an athlete or coach.Elite Malaysian athletes also prefer that the coach or consultant determine program content, and that mental skills training take place in a face-to-face context throughout the year.

Epidemiologic Comparison of Injured High School Basketball Athletes Reporting to Emergency Departments and the Athletic Training Setting

PubMed Central

Fletcher, Erica N.; McKenzie, Lara B.; Comstock, R. Dawn

2014-01-01

Context: Basketball is a popular US high school sport with more than 1 million participants annually. Objective: To compare patterns of athletes with basketball-related injuries presenting to US emergency departments from 2005 through 2010 and the high school athletic training setting from the 2005–2011 seasons. Design: Descriptive epidemiology study. Setting: Data from the National Electronic Injury Surveillance System of the US Consumer Product Safety Commission and the High School Reporting Information Online database. Main Outcome Measure(s): Complex sample weights were used to calculate national estimates of basketball-related injuries for comparison. Patients or Other Participants: Adolescents from 13 to 19 years of age treated in US emergency departments for basketball-related injuries and athletes from 13 to 19 years of age from schools participating in High School Reporting Information Online who were injured while playing basketball. Results: Nationally, an estimated 1 514 957 (95% confidence interval = 1 337 441, 1 692 474) athletes with basketball-related injuries reported to the emergency department and 1 064 551 (95% confidence interval = 1 055 482, 1 073 620) presented to the athletic training setting. Overall, the most frequent injuries seen in the emergency department were lacerations and fractures (injury proportion ratios [IPRs] = 3.45 and 1.72, respectively), whereas those seen in the athletic training setting were more commonly concussions and strains/sprains (IPRs = 2.23 and 1.19, respectively; all P values < .0001). Comparisons of body site and diagnosis combinations revealed additional differences. For example, athletes with lower leg fractures more often presented to the emergency department (IPR = 6.53), whereas those with hand fractures more frequently presented to the athletic training setting (IPR = 1.18; all P values < .0001). Conclusions: Patterns of injury differed among high school basketball players presenting for treatment in the emergency department and the athletic training setting. Understanding differences specific to clinical settings is crucial to grasping the full epidemiologic and clinical picture of sport-related injuries. Certified athletic trainers play an important role in identifying, assessing, and treating athletes with sport-related injuries who might otherwise present to clinical settings with higher costs, such as the emergency department. PMID:24758246

Cardiac size of high-volume resistance trained female athletes: shaping the body but not the heart.

PubMed

Venckunas, T; Simonavicius, J; Marcinkeviciene, J E

2016-03-01

Introduction Exercise training, besides many health benefits, may result in cardiac remodelling which is dependent on the type and amount of exercise performed. It is not clear, however, whether significant adaptation in cardiac structure is possible in females undergoing resistance type of exercise training. Rigorous high volume training of most muscle groups emphasising resistance exercises are being undertaken by athletes of some aesthetic sports such as female fitness (light bodybuilding). The impact of this type of training on cardiac adaptation has not been investigated until now. The aim of the current study was to disclose the effect of high volume resistance training on cardiac structure and function. Methods 11 top-level female fitness athletes and 20 sedentary age-matched controls were recruited to undergo two-dimensional echocardiography. Results Cardiac structure did not differ between elite female fitness athletes and controls (p > 0.05), and fitness athletes had a tendency for a smaller (p = 0.07) left ventricular (LV) mass indexed to lean body mass. Doppler diastolic function index (E/A ratio) and LV ejection fraction were similar between the groups (p > 0.05). Conclusions Elite female fitness athletes have normal cardiac size and function that do not differ from matched sedentary controls. Consequently, as high volume resistance training has no easily observable effect on adaptation of cardiac structure, when cardiac hypertrophy is present in young resistance-trained lean female, other reasons such as inherited cardiac disease are to be considered carefully.

Canadian Academy of Sport and Exercise Medicine position statement: athletes at high altitude.

PubMed

Koehle, Michael S; Cheng, Ivy; Sporer, Benjamin

2014-03-01

Many sports incorporate training at altitude as a key component of their athlete training plan. Furthermore, many sports are required to compete at high altitude venues. Exercise at high altitude provides unique challenges to the athlete and to the sport medicine clinician working with these athletes. These challenges include altitude illness, alterations in training intensity and performance, nutritional and hydration difficulties, and challenges related to the austerity of the environment. Furthermore, many of the strategies that are typically utilized by visitors to altitude may have implications from an anti-doping point of view.This position statement was commissioned and approved by the Canadian Academy of Sport and Exercise Medicine. The purpose of this statement was to provide an evidence-based, best practices summary to assist clinicians with the preparation and management of athletes and individuals travelling to altitude for both competition and training.

Precompetition taper and nutritional strategies: special reference to training during Ramadan intermittent fast.

PubMed

Mujika, Iñigo; Chaouachi, Anis; Chamari, Karim

2010-06-01

A marked reduction in the training load in the lead-up to major competitions allows athletes to reduce the fatigue induced by intense training and improve competition performance. This tapered training phase is based on the reduction in training volume while maintaining pretaper training intensity and frequency. In parallel to training load reductions, nutritional strategies characterised by lowered energy intakes need to be implemented to match lowered energy expenditure. The Ramadan intermittent fast imposes constrained nutritional practices on Muslim athletes, inducing a shift to a greater reliance on fat oxidation to meet energy needs and a possible increase in protein breakdown. The training load is often reduced during Ramadan to match the absence of energy and fluid intake during daylight, which implies a risk of losing training induced adaptations. Should coaches and athletes decide to reduce the training load during Ramadan, the key role of training intensity in retaining training induced adaptations should be kept in mind. However, experienced elite Muslim athletes are able to maintain their usual training load during this month of intermittent fasting without decrements in measures of fitness and with only minor adverse effects.

Sports Specialization and Intensive Training in Young Athletes.

PubMed

Brenner, Joel S

2016-09-01

Sports specialization is becoming the norm in youth sports for a variety of reasons. When sports specialization occurs too early, detrimental effects may occur, both physically and psychologically. If the timing is correct and sports specialization is performed under the correct conditions, the athlete may be successful in reaching specific goals. Young athletes who train intensively, whether specialized or not, can also be at risk of adverse effects on the mind and body. The purpose of this clinical report is to assist pediatricians in counseling their young athlete patients and their parents regarding sports specialization and intensive training. This report supports the American Academy of Pediatrics clinical report "Overuse Injuries, Overtraining, and Burnout in Child and Adolescent Athletes." Copyright © 2016 by the American Academy of Pediatrics.

Somatotype, training and performance in Ironman athletes.

PubMed

Kandel, Michel; Baeyens, Jean Pierre; Clarys, Peter

2014-01-01

The aim of this study was to describe the physiques of Ironman athletes and the relationship between Ironman's performance, training and somatotype. A total of 165 male and 22 female competitors of the Ironman Switzerland volunteered in this study. Ten anthropometric dimensions were measured, and 12 training and history variables were recorded with a questionnaire. The variables were compared with the race performance. The somatotype was a strong predictor of Ironman performance (R=0.535; R(2)=0.286; sign. p<0.001) in male athletes. The endomorphy component was the most substantial predictor. Reductions in endomorphy by one standard deviation as well as an increased ectomorphy value by one standard deviation lead to significant and substantial improvement in Ironman performance (28.1 and 29.8 minutes, respectively). An ideal somatotype of 1.7-4.9-2.8 could be established. Age and quantitative training effort were not significant predictors on Ironman performance. In female athletes, no relationship between somatotype, training and performance was found. The somatotype of a male athlete defines for 28.6% variance in Ironman performance. Athletes not having an ideal somatotype of 1.7-4.9-2.8 could improve their performance by altering their somatotype. Lower rates in endomorphy, as well as higher rates in ectomorphy, resulted in a significant better race performance. The impact of somatotype was the most distinguished on the run discipline and had a much greater impact on the total race time than the quantitative training effort. These findings could not be found in female athletes.

Examining the Environmental Effects of Athletic Training: Perceptions of Waste and the Use of Green Techniques.

PubMed

Potteiger, Kelly; Pitney, William A; Cappaert, Thomas A; Wolfe, Angela

2017-12-01

  Environmental sustainability is a critical concern in health care. Similar to other professions, the practice of athletic training necessitates the use of a large quantity of natural and manufactured resources.   To examine the perceptions of the waste produced by the practice of athletic training and the green practices currently used by athletic trainers (ATs) to combat this waste.   Mixed-methods study.   Field setting.   A total of 442 ATs completed the study. Sixteen individuals participated in the qualitative portion.   Data from sections 2 and 3 of the Athletic Training Environmental Impact Survey were analyzed. Focus groups and individual interviews were used to determine participants' views of waste and the efforts used to combat waste. Descriptive statistics were used to examine types of waste. Independent t tests, χ 2 tests, and 1-way analyses of variance were calculated to identify any differences between the knowledge and use of green techniques. Interviews and focus groups were transcribed verbatim and analyzed inductively.   Participants reported moderate knowledge of green techniques (3.18 ± 0.53 on a 5-point Likert scale). Fifty-eight percent (n = 260) of survey participants perceived that a substantial amount of waste was produced by the practice of athletic training. Ninety-two percent (n = 408) admitted they thought about the waste produced in their daily practice. The types of waste reported most frequently were plastics (n = 111, 29%), water (n = 88, 23%), and paper for administrative use (n = 81, 21%). Fifty-two percent (n = 234) agreed this waste directly affected the environment. The qualitative aspect of the study reinforced recognition of the large amount of waste produced by the practice of athletic training. Types of conservation practices used by ATs were also explored.   Participants reported concern regarding the waste produced by athletic training. The amount of waste varies depending on practice size and setting. Future researchers should use direct measures to determine the amount of waste created by the practice of athletic training.

Training patterns of athletes during pregnancy and postpartum.

PubMed

Beilock, S L; Feltz, D L; Pivarnik, J M

2001-03-01

The purpose of the present investigation was to examine exercise patterns and psychological variables mediating a return to training and competition after pregnancy. Competitive female athletes who had given birth within the last 10 years completed surveys concerning (a) training patterns before, during, and after childbirth, (b) childbirth complications and training advice, (c) perceptions of success in their postpartum comebacks to training, and (d) self-efficacy, social support, and perceived barriers to training during pregnancy and after childbirth. Results indicated that women decreased both cardiovascular and resistance training during pregnancy. Additionally, training efforts during pregnancy were independent of those during the pre- and postpartum periods. This finding suggests that athletes may be able to alter their training patterns during pregnancy without a significant impact on their postpartum training program.

Position statement. Part two: Maintaining immune health.

PubMed

Walsh, Neil P; Gleeson, Michael; Pyne, David B; Nieman, David C; Dhabhar, Firdaus S; Shephard, Roy J; Oliver, Samuel J; Bermon, Stéphane; Kajeniene, Alma

2011-01-01

The physical training undertaken by athletes is one of a set of lifestyle or behavioural factors that can influence immune function, health and ultimately exercise performance. Others factors including potential exposure to pathogens, health status, lifestyle behaviours, sleep and recovery, nutrition and psychosocial issues, need to be considered alongside the physical demands of an athlete's training programme. The general consensus on managing training to maintain immune health is to start with a programme of low to moderate volume and intensity; employ a gradual and periodised increase in training volumes and loads; add variety to limit training monotony and stress; avoid excessively heavy training loads that could lead to exhaustion, illness or injury; include non-specific cross-training to offset staleness; ensure sufficient rest and recovery; and instigate a testing programme for identifying signs of performance deterioration and manifestations of physical stress. Inter-individual variability in immunocompetence, recovery, exercise capacity, non-training stress factors, and stress tolerance likely explains the different vulnerability of athletes to illness. Most athletes should be able to train with high loads provided their programme includes strategies devised to control the overall strain and stress. Athletes, coaches and medical personnel should be alert to periods of increased risk of illness (e.g. intensive training weeks, the taper period prior to competition, and during competition) and pay particular attention to recovery and nutritional strategies.

Training transfer: scientific background and insights for practical application.

PubMed

Issurin, Vladimir B

2013-08-01

Training transfer as an enduring, multilateral, and practically important problem encompasses a large body of research findings and experience, which characterize the process by which improving performance in certain exercises/tasks can affect the performance in alternative exercises or motor tasks. This problem is of paramount importance for the theory of training and for all aspects of its application in practice. Ultimately, training transfer determines how useful or useless each given exercise is for the targeted athletic performance. The methodological background of training transfer encompasses basic concepts related to transfer modality, i.e., positive, neutral, and negative; the generalization of training responses and their persistence over time; factors affecting training transfer such as personality, motivation, social environment, etc. Training transfer in sport is clearly differentiated with regard to the enhancement of motor skills and the development of motor abilities. The studies of bilateral skill transfer have shown cross-transfer effects following one-limb training associated with neural adaptations at cortical, subcortical, spinal, and segmental levels. Implementation of advanced sport technologies such as motor imagery, biofeedback, and exercising in artificial environments can facilitate and reinforce training transfer from appropriate motor tasks to targeted athletic performance. Training transfer of motor abilities has been studied with regard to contralateral effects following one limb training, cross-transfer induced by arm or leg training, the impact of strength/power training on the preparedness of endurance athletes, and the impact of endurance workloads on strength/power performance. The extensive research findings characterizing the interactions of these workloads have shown positive transfer, or its absence, depending on whether the combinations conform to sport-specific demands and physiological adaptations. Finally, cross-training as a form of concurrent exercising in different athletic disciplines has been examined in reference to the enhancement of general fitness, the preparation of recreational athletes, and the preparation of athletes for multi-sport activities such as triathlon, duathlon, etc.

Discrimination of the "Athlete's Heart" from real disease by electrocardiogram and echocardiogram.

PubMed

Erickson, Christopher C

2017-01-01

Chronic physical training has been shown to produce multiple changes in the heart, resulting in the athlete's heart phenotype. Some of the changes can make it difficult to discern athlete's heart from true cardiac disease, most notably hypertrophic cardiomyopathy. Other diseases such as dilated cardiomyopathy and arrhythmogenic right ventricular cardiomyopathy may be difficult to rule in or out. In this article, the physiological cardiac changes of chronic athletic training are reviewed. A methodological approach using electrocardiography and echocardiography to differentiate between athlete's heart and cardiac disease is proposed.

Train in vain: the role of the self in claimed self-handicapping strategies.

PubMed

Finez, Lucie; Sherman, David K

2012-10-01

Two field studies investigate the role of self in the tendency of athletes to engage in claimed handicapping strategies during training (anticipatively claiming that handicaps may interfere with their performance). Study 1 tested the relationship between trait self-esteem and athletes' engagement in claimed self-handicapping. As hypothesized, low physical self-esteem athletes claimed more handicaps than high physical self-esteem athletes. For stronger evidence for the causal role of the self, Study 2 tested whether securing athletes' self-worth through self-affirmation would lead to decreased claimed self-handicapping by using a mixed model design that allows for both between-subjects (affirmation vs. control condition) and within-subject comparisons (before vs. after self-affirmation intervention). Self-affirmed athletes had decreased levels of claimed self-handicapping. Studies 1 and 2 also demonstrate that athletes engage in claimed self-handicapping during training, which could have deleterious effects on subsequent performance. Discussion centers on theoretical implications and applications for coaches, sport teachers, and sport psychologists.

[Menarche, menstrual and sociodemographic characteristics of Puerto Rican female athletes in the XV and XVI Central American and Caribbean Games].

PubMed

Rivera, M A; Mendez Zamora, I; Matos, R M; Rivera, A

1993-09-01

This investigation described maturation, menstrual and socio-demographic characteristics of 65 Puerto Rican women athletes that were interviewed during the XVI Central American and Caribbean Games (CACG), Mexico City in 1990. The results were compared with those of Puerto Rican women athletes (n = 52) at the XV CACG, Santiago Dominican Republic, 1986. The quantitative variables (age, age at initiation of training, years of training, age at menarche, birth order, and family size) were not statistically different (t-independent, p > or = 0.05). The observed frequencies for the qualitative variables (menstrual characteristics, degree of certainty in the recall of age of menarche, use of oral contraceptives, and marital status) were very similar. the women at the XVI CAC in Mexico demonstrated similar maturational, menstrual and socio-demographic characteristics to the those athletes evaluated four years earlier in Santiago and based on their long history of training, both samples were representative of athletically mature athletes. The findings were very similar to those reported for olympic athletes and such data expands the available information on Puerto Rican women athletes.

Knowledge and attitudes to vitamin D and sun exposure in elite New Zealand athletes: a cross-sectional study.

PubMed

Walker, Nicole; Love, Thomas D; Baker, Dane Francis; Healey, Phillip Brian; Haszard, Jillian; Edwards, Antony S; Black, Katherine Elizabeth

2014-01-01

Sun safety and vitamin D status are important for prolonged health. They are of particular interest to those working with athletes for whom for whom safe sun practices maybe limited. The aim of this cross-sectional study was to describe the attitudes of elite New Zealand athletes to both vitamin D and sun exposure. 110 elite New Zealand outdoor athletes volunteered to participate in an interview with a trained interviewer. The interviewer asked the athletes questions on their Vitamin D knowledge, attitudes and practices regarding sun exposure as well as their concerns about skin cancer. Athletes were more concerned about their risk of skin cancer (66%) than their vitamin D status (6%). Although the majority (97%) were aware of Vitamin D and could identify the sun as a source (76%) only 17% could name another source of Vitamin D. Only 10 (9%) reported always applying sunscreen before going out in the sun. No athlete reported reapplying sunscreen every hour and 25 suggesting that they never reapply sunscreen. Athletes are concerned about skin cancer however, their use of sunscreen is not optimal suggesting reapplication of sunscreen could be targeted in order to reduce the risk of sun cancer. Awareness of sources of Vitamin D other than the sun may also need to be improved potentially through educational interventions and possibly in conjunction with sun smart messages.

Women and sport.

PubMed

O'Brien, M; Robertson, A

2010-05-01

Women have historically taken part in sports for many centuries. The first recorded female game competitions were the Herean Games in approximately 1,000 BC, named after the Goddess Hera. Held at Olympia in Greece, these games were for women alone and were thought to have originated as part of ancient fertility rights. Historically there is evidence of sporting activities involving women, but nothing of significance until after the 1948 summer Olympic Games, when 385 female athletes participated. Over the last six decades there has been a noted rise in the number of female athletes, reaching its maximum with the 2008 Beijing Olympics, where over 42% of the 11,028 athletes were women. Similarly in 2006, at the Turin Winter Olympics in Italy, 40% of the 2,500 athletes were females. In the 2012 Olympics, the Olympic Committee anticipates that approximately 44% of all athletes participating will be female. Despite there being a significant rise in the number of elite athletes in the UK, there appears to be an overall decrease in the amount and intensity of physical exercise undertaken by teenage girls. This is considered to be due to the fact that physical education is no longer an integral part of the school curriculum in the UK. There is, however, a small but significant group of elite athletes who start to train at a very early age (9-10 years old) especially in gymnastics, skating, swimming and athletics.

Athletic trainers' attitudes toward lesbian, gay, and bisexual National Collegiate Athletic Association student-athletes.

PubMed

Ensign, Kristine A; Yiamouyiannis, Athena; White, Kristi M; Ridpath, B David

2011-01-01

Researchers have investigated heterosexuals' attitudes toward homosexuals, focusing on factors such as sex, race, religion, education, and contact experiences. However, in the context of sport, this research is deficient. We found no published literature investigating athletic trainers (ATs') attitudes toward lesbian, gay, and bisexual student-athletes (LGB). To determine heterosexual ATs' attitudes toward LGB student-athletes in the National Collegiate Athletic Association. Cross-sectional study. E-mailed survey. A total of 964 ATs employed at member institutions. We measured attitudes using the Attitudes Toward Lesbian, Gay Men, and Bisexuals (ATLGB) Scale. To determine the extent to which sex, religion, and whether having an LGB friend or family member had an effect on ATs' attitudes, we performed analysis of variance. To establish the effect of age on ATs' attitudes, we calculated a Pearson correlation. We used an independent t test to identify differences between ATs who reported working with LGB student-athletes and ATs who did not. With ATLGB score as the dependent factor, a main effect was noted for sex, religion, and having an LGB friend or family member (P < .01 for all comparisons). Age and total score were related (P < .01). A difference was seen in the ATLGB scores between ATs who were aware of LGB student-athletes on their teams and ATs who were not (P < .001). Many ATs hold positive attitudes toward LGB student-athletes, especially females, those who have an LGB friend or family member, and those who are aware of LGB student-athletes. Still, it is important to provide an open environment in the athletic training room for all student-athletes.

Strength training for the warfighter.

PubMed

Kraemer, William J; Szivak, Tunde K

2012-07-01

Optimizing strength training for the warfighter is challenged by past training philosophies that no longer serve the modern warfighter facing the "anaerobic battlefield." Training approaches for integration of strength with other needed physical capabilities have been shown to require a periodization model that has the flexibility for changes and is able to adapt to ever-changing circumstances affecting the quality of workouts. Additionally, sequencing of workouts to limit over-reaching and development of overtraining syndromes that end in loss of duty time and injury are paramount to long-term success. Allowing adequate time for rest and recovery and recognizing the negative influences of extreme exercise programs and excessive endurance training will be vital in moving physical training programs into a more modern perspective as used by elite strength-power anaerobic athletes in sports today. Because the warfighter is an elite athlete, it is time that training approaches that are scientifically based are updated within the military to match the functional demands of modern warfare and are given greater credence and value at the command levels. A needs analysis, development of periodized training modules, and individualization of programs are needed to optimize the strength of the modern warfighter. We now have the knowledge, professional coaches and nonprofit organization certifications with continuing education units, and modern training technology to allow this to happen. Ultimately, it only takes command decisions and implementation to make this possible.

The use and abuse of anabolic steroids in Olympic-caliber athletes.

PubMed

Bergman, R; Leach, R E

1985-09-01

Self-medication with anabolic steroids by athletes, particularly in the sports of weight lifting and track and field, has become increasingly popular. In the 1983 Pan American Games, 15 athletes were disqualified for taking anabolic steroids. Athletes take steroids believing the steroids will allow increased periods of intensive training and will increase muscle strength with proper weight training. The athletes assume this increased strength and training will translate into better athletic performance. Most athletes taking anabolic steroids are taking very large doses with no thought as to the potential adverse side effects. They ignore the possibility of long-term problems relating to hypertension, liver dysfunction, and atherosclerosis for what they see as the immediate performance benefits. In an attempt to keep sports competition "clean" and to help protect athletes from harmful drugs, the International Olympic Committee (IOC) and the United States Olympic Committee have rules stating that the use of anabolic steroids is illegal. Drug testing is performed in Olympic and in many international competitions. Those people found using anabolic steroids are disqualified. This use of anabolic steroids indicates that for some athletes the need to win or to maximize performance supersedes any worries about future health.

Psychology in sports injury rehabilitation.

PubMed

Concannon, Michael; Pringle, Bob

Using the case study of an 18-year-old track athlete with a chronic Achilles tendinopathy, this article identifies risk factors associated with training for major athletic events, such as the forthcoming Olympic Games, and presents evidence for adopting a multidisciplinary approach to the treatment and management of athletic injury, addressing the physical aspects of the injury, as well as the psychological needs of the athlete. The athlete's GP and practice nurse, as well as a podiatrist and sport psychologist, are all involved in providing an accurate clinical diagnosis, effective physical intervention, and psychological skills training to address emotional issues and encourage adherence to the rehabilitation programme. Nurses, in both secondary and primary care, can play a crucial role; in this case, the practice nurse recognised the adverse impact that the injury was having on the athlete's emotional wellbeing before making a referral to a trained sport psychologist.

Preventing overtraining in athletes in high-intensity sports and stress/recovery monitoring.

PubMed

Kellmann, M

2010-10-01

In sports, the importance of optimizing the recovery-stress state is critical. Effective recovery from intense training loads often faced by elite athletes can often determine sporting success or failure. In recent decades, athletes, coaches, and sport scientists have been keen to find creative, new methods for improving the quality and quantity of training for athletes. These efforts have consistently faced barriers, including overtraining, fatigue, injury, illness, and burnout. Physiological and psychological limits dictate a need for research that addresses the avoidance of overtraining, maximizes recovery, and successfully negotiates the fine line between high and excessive training loads. Monitoring instruments like the Recovery-Stress Questionnaire for Athletes can assist with this research by providing a tool to assess their perceived state of recovery. This article will highlight the importance of recovery for elite athletes and provide an overview of monitoring instruments. © 2010 John Wiley & Sons A/S.

The Effects of Supplementary Low-Load Blood Flow Restriction Training on Morphological and Performance-Based Adaptations in Team Sport Athletes.

PubMed

Scott, Brendan R; Peiffer, Jeremiah J; Goods, Paul S R

2017-08-01

Scott, BR, Peiffer, JJ, and Goods, PSR. The effects of supplementary low-load blood flow restriction training on morphological and performance-based adaptations in team sport athletes. J Strength Cond Res 31(8): 2147-2154, 2017-Low-load resistance training with blood flow restriction (BFR) may be a method to enhance muscular development even in trained athletes. This study aimed to assess whether supplemental low-load BFR training can improve muscle size, strength, and physical performance characteristics in team sport athletes. Twenty-one semiprofessional Australian football athletes were assessed for 3-repetition maximum (3RM) and muscular endurance in the back squat, vastus lateralis muscle architecture, and performance in sprint and vertical jump tasks. Participants then undertook a 5-week training program, consisting of normal high-load resistance training supplemented by low-load squats with (LLBFR) or without (LL) BFR. Participants also performed regular conditioning and football training during this period. After the training intervention, participants again completed the pretraining testing battery. Squat 3RM and endurance increased from pretraining levels in both LL (3RM = 12.5% increase; endurance = 24.1% increase; p ≤ 0.007) and LLBFR (3RM = 12.3% increase; endurance = 21.2% increase; p = 0.007) groups, though there were no between-group differences. No post-training changes were observed for muscle architecture, or performance in sprinting and jumping tasks. Although squat 3RM and endurance performance increased in both groups, adding BFR during supplemental exercise did not enhance these responses. Similarly, there were no large differences in the assessments of sprint, acceleration, and jumping performance between the groups after training. These findings suggest that although LLBFR did not negatively affect adaptive responses to resistance training, this training strategy may not provide added benefit for healthy Australian football athletes already undertaking a rigorous training schedule.

A Learner-Centered Technique and Clinical Reasoning, Reflection, and Case Presentation Attributes in Athletic Training Students

PubMed Central

Heinerichs, Scott; Vela, Luzita I.; Drouin, Joshua M.

2013-01-01

Context: Providing opportunities to develop clinical decision-making skills, including clinical reasoning, is an important aspect of clinical education. The learner-centered technique of summarizing the history and findings, narrowing the differential, analyzing the differential, probing the instructor about uncertainties, plan management, and selecting an issue for self-directed study (SNAPPS) is used in medicine to express clinical reasoning. Objective: To investigate the effects of SNAPPS on the clinical reasoning, reflection, and 4 case presentation attributes (length, conciseness, case summary, and expression of clinical reasoning) in athletic training students. Design: Randomized controlled clinical trial. Setting: Three undergraduate programs accredited by the Commission on Accreditation of Athletic Training Education. Patients or Other Participants: We randomly assigned 38 athletic training students (17 men, 21 women; age = 21.53 ± 1.18 years, grade point average = 3.25 ± 0.31) who had completed at least 1 year of clinical education and all orthopaedic evaluation coursework to the SNAPPS group or the usual and customary group using a stratification scheme. Intervention(s): The SNAPPS group completed four 45-minute clinical reasoning and case presentation learning modules led by an investigator to learn the SNAPPS technique, whereas the usual and customary group received no formal instruction. Both groups audio recorded all injury evaluations performed over a 2-week period. Main Outcome Measures: Participants completed the Diagnostic Thinking Inventory and Reflection in Learning Scale twice. Case presentations were analyzed for 4 attributes: length, conciseness, case summary, and expression of clinical reasoning. Results: Case presentations were longer (t18.806 = −5.862, P < .001) but were more concise (t32 = 11.297, P < .001) for the SNAPPS group than for the usual and customary group. The SNAPPS group performed better on both the case summary subscale (t32 = 2.857, P = .007) and the clinical reasoning subscale (t25.773 = −14.162, P < .001) than the other group. We found a time effect for Diagnostic Thinking Inventory scores (F1,34 = 6.230, P = .02) but observed no group effects (F1,34 = 0.698, P = .41) or time-by-group interaction (F1,34 = 1.050, P = .31). The Reflection in Learning Scale scores analysis revealed no group-by-time interaction (F1,34 = 1.470, P = .23) and no group (F1,34 = 3.751, P = .06) or time (F1,34 = 0.835, P = .37) effects. Conclusions: The SNAPPS is an effective and feasible clinical education technique for case presentations. This learner-centered technique provides the opportunity for the expression of clinical reasoning skills. PMID:23675796

Perspective of pharmacists in Qatar regarding doping and anti-doping in sports.

PubMed

Mottram, David; Khalifa, Sherief; Alemrayat, Bayan; Rahhal, Alaa; Ahmed, Afif; Stuart, Mark; Awaisu, Ahmed

2016-06-01

The aim of this study was to evaluate the current knowledge and perceptions of pharmacists in Qatar with regard to the use of drugs in sport and to explore their views on the introduction of education and training in the area of sports pharmacy. A cross-sectional survey was conducted targeting both hospital and community pharmacists in Qatar. A questionnaire consisting of three domains pertaining to participants' knowledge, perceived role of healthcare professionals, and attitudes towards educational needs on the use of drugs in sports was developed and validated. The online survey link and paper-based questionnaires were distributed to the target population. Data analyses were performed using IBM SPSS Statistics. Descriptive and inferential statistics were utilized for the analyses, where P<0.05 indicates statistical significance. A total of 300 pharmacists responded to the survey. Respondents had a limited awareness of doping and anti-doping and achieved an average knowledge score of 53.2% regarding the prohibited status of drugs that may be used by athletes, particularly with respect to over-the-counter medicines and supplements. The majority (81.7%) of the pharmacists expressed an interest in receiving education and training on sports pharmacy. Specialized training programs are warranted to ensure that pharmacists have the knowledge and skills required to provide athletes with accurate information about anti-doping issues and the safe and effective use of medicines in sport. The development of these programs should be supported by national pharmacy policy makers and designed in collaboration with anti-doping agencies and sports pharmacy experts and educators.

The Functions and Methods of Mental Training on Competitive Sports

NASA Astrophysics Data System (ADS)

Xiong, Jianshe

Mental training is the major training method of the competitive sports and the main factor of athletes skill and tactics level.By combining the psychological factor with the current competitive sports characteristics, this paper presents the function of mental training forward athletes, and how to improve the comprehensive psychological quality by using mental training.

Desaturation Patterns Detected by Oximetry in a Large Population of Athletes

ERIC Educational Resources Information Center

Garrido-Chamorro, Raul P.; Gonzalez-Lorenzo, Marta; Sirvent-Belando, Jose; Blasco-Lafarga, Cristina; Roche, Enrique

2009-01-01

Optimal exercise performance in well trained athletes can be affected by arterial oxygen saturation failure. Noninvasive detection of this phenomenon when performing a routine ergometric test can be a valuable tool for subsequent planning of the athlete's training, recovery, and nutrition. Oximetry has been used to this end. The authors studied…

Redefining Professional Knowledge in Athletic Training: Whose Knowledge Is It Anyway?

ERIC Educational Resources Information Center

McKeon, Patrick O.; Medina McKeon, Jennifer M.; Geisler, Paul R.

2017-01-01

Context: As athletic training continues to evolve as a profession, several epistemological considerations must be considered. These include how we generate professional knowledge and how we secure and legitimize it in both professional and public spheres. Objective: The purpose of this commentary is to provide an overview of how athletic training…

Effects of Stress Inoculation Training on Athletes' Postsurgical Pain and Rehabilitation after Orthopedic Injury.

ERIC Educational Resources Information Center

Ross, Michael J.; Berger, R. Scott

1996-01-01

Tested the efficacy of a cognitive-behavioral intervention (stress inoculation training; SIT) for postsurgical anxiety, pain and physical rehabilitation in injured athletes. Sixty male athletes who underwent arthroscopic surgery for miniscus injury in one knee were randomly assigned to either treatment (SIT and physical therapy) or control…

Implementing technical refinement in high-level athletics: exploring the knowledge schemas of coaches.

PubMed

Kearney, Philip E; Carson, Howie J; Collins, Dave

2018-05-01

This paper explores the approaches adopted by high-level field athletics coaches when attempting to refine an athlete's already well-established technique (long and triple jump and javelin throwing). Six coaches, who had all coached multiple athletes to multiple major championships, took part in semi-structured interviews focused upon a recent example of technique refinement. Data were analysed using a thematic content analysis. The coaching tools reported were generally consistent with those advised by the existing literature, focusing on attaining "buy-in", utilising part-practice, restoring movement automaticity and securing performance under pressure. Five of the six coaches reported using a systematic sequence of stages to implement the refinement, although the number and content of these stages varied between them. Notably, however, there were no formal sources of knowledge (e.g., coach education or training) provided to inform coaches' decision making. Instead, coaches' decisions were largely based on experience both within and outside the sporting domain. Data offer a useful stimulus for reflection amongst sport practitioners confronted by the problem of technique refinement. Certainly the limited awareness of existing guidelines on technique refinement expressed by the coaches emphasises a need for further collaborative work by researchers and coach educators to disseminate best practice.

Absolute and functional iron deficiency in professional athletes during training and recovery.

PubMed

Reinke, Simon; Taylor, William R; Duda, Georg N; von Haehling, Stephan; Reinke, Petra; Volk, Hans-Dieter; Anker, Stefan D; Doehner, Wolfram

2012-04-19

Iron deficiency (ID) is one of the most important metabolic dysfunctions. Athletic performance depends on oxygen transport and mitochondrial efficiency, thus on optimal iron balance. We hypothesised that physical extremes result in ID in elite athletes and that the short recovery period may be insufficient to allow a lasting replenishment of iron reserves. Iron metabolism was examined in 20 elite rowing athletes and 10 professional soccer players at the end of a competitive season, after recuperation and during pre-season training. Absolute ID values were defined as ferritin <30 μg/L, functional ID as ferritin 30-99 μg/L or 100-299 μg/L+transferrin saturation <20%. At the end of season, 27% of all athletes had absolute ID and 70% showed functional ID. Absolute iron depletion was not generally restored after recuperation and observed at all time points in 14% of the athletes. Although athletes with initially low ferritin levels showed a slight increase during recuperation (p<0.09), these increases remained within borderline levels. Furthermore, 10% showed borderline haemoglobin levels, suggestive of mild anaemia, as defined by the World Health Organisation. A significant proportion of professional athletes have ID, independent of the training mode. Although recuperation seems to allow a certain recovery of iron storage, particularly in athletes with initially low ferritin levels, this retrieval was insufficient to fully normalise reduced iron levels. Therefore, iron status should be carefully monitored during the various training and competitive periods in elite athletes. An adequate iron supplementation may be needed to maintain balanced iron stores. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

High School Athletes' Perceptions of the Motivational Climate in Their Off-Season Training Programs.

PubMed

Chamberlin, Jacob M; Fry, Mary D; Iwasaki, Susumu

2017-03-01

Chamberlin, JM, Fry, MD, and Iwasaki, S. High school athletes' perceptions of the motivational climate in their off-season training programs. J Strength Cond Res 31(3): 736-742, 2017-Athletes benefit tremendously from working hard in off-season training (OST) because it sets them up to avoid injuries and perform their best during the season. Ironically, many athletes struggle to stay motivated to participate regularly in this training. Research has highlighted the benefits for athletes perceiving a caring and task-involving climate, where they gauge their success based on their personal effort and improvement, and perceive each member of the team is treated with mutual kindness and respect. Athletes who perceive a caring and task-involving climate on their teams are more likely to report greater adaptive motivational responses. Research has not currently examined athletes' perceptions of the climate in OST programs. The purpose of this study was to examine the relationship between athletes' perceptions of the climate in an OST program and their motivational responses. High school athletes (N = 128; 90 males 35 females; mean age = 15.3 years) participating in summer OST programs completed a survey that included measures of intrinsic motivation, commitment, their valuing OST, feeling like it is their decision to participate in OST, their perceptions that their teammates take OST seriously, and attendance. A canonical correlation revealed that athletes, who perceived a highly caring and task-involving climate reported higher intrinsic motivation, value of and commitment to OST; attendance; and perceived teammates take OST seriously. Results suggest that creating a caring and task-involving climate in OST programs may help athletes optimize their motivation to participate in important strength and conditioning programs.

The National Sports Safety in Secondary Schools Benchmark (N4SB) Study: Defining Athletic Training Practice Characteristics

PubMed Central

McLeod, Tamara C. Valovich; Bliven, Kellie C. Huxel; Lam, Kenneth C.; Bay, R. Curtis; Valier, Alison R. Snyder; Parsons, John T.

2013-01-01

Context: Increased rates of sport participation and sport-related injury have led to greater emphasis on and attention to medical care of student-athletes in the secondary school setting. Access to athletic training services is seen as a critical factor for delivering adequate injury prevention and medical care to student-athletes. However, few data are available regarding practice characteristics of athletic trainers (ATs) in this setting. Objective: To characterize the practices of secondary school athletic trainers (ATs). Design:  Descriptive study. Setting: Web-based survey. Patients or Other Participants: A total of 17 558 ATs with current National Athletic Trainers' Association membership were identified for survey distribution. Of these, 4232 ATs indicated that they practiced in the secondary school setting, and 4045 completed some part of the survey. Main Outcome Measure(s):  A Web-based survey was used to obtain demographic information about ATs and their secondary schools and characteristics of athletic training practice. Descriptive data regarding the athletic trainer's personal characteristics, secondary school characteristics, and practice patterns are reported as percentages and frequencies. Results: Most respondents were in the early stages of their careers and relatively new to the secondary school practice setting. Nearly two-thirds (62.4%; n = 2522) of respondents had 10 or fewer years of experience as secondary school ATs, 52% (n = 2132) had been certified for 10 or fewer years, and 53.4% (n = 2164) had 10 or fewer years of experience in any practice setting. The majority of respondents (85%) worked in public schools with enrollment of 1000 to 1999 (35.5%) and with football (95.5%). More than half of respondents were employed directly by their school. Most respondents (50.6%) reported an athletic training budget of less than $4000. The majority of ATs performed evaluations (87.5%) on-site all of the time, with a smaller percentage providing treatments (73.3%) or rehabilitation (47.4%) services all of the time. Conclusions: This is the first study to describe secondary school athletic training that reflects national practice trends. To improve the quality of athletic training care and to support and improve current working conditions, the profession must examine how its members practice on a day-to-day basis. PMID:23768120

Optimizing post activation potentiation for explosive activities in competitive sports

PubMed Central

Gołaś, Artur; Maszczyk, Adam; Mikołajec, Kazimierz; Stastny, Petr

2016-01-01

Abstract Post activation potentiation (PAP) has shown improved performance during movements requiring large muscular power output following contractions under near maximal load conditions. PAP can be described as an acute enhancement of performance or an enhancement of factors determining an explosive sports activity following a preload stimulus. In practice, PAP has been achieved by complex training, which involves a combination of a heavy loaded exercise followed by a biomechanically similar explosive activity, best if specific for a particular sport discipline. The main objective of this study was to investigate the effects of PAP on performance in explosive motor activities specific for basketball, luge and athletics throws. The novel approach to the experiments included individualized recovery time (IRT) between the conditioning exercise and the explosive activity. Additionally, the research groups were homogenous and included only competitive athletes of similar age and training experience. Thirty one well trained athletes from 3 different sport disciplines participated in the study. All athletes performed a heavy loaded conditioning activity (80-130%1RM) followed by a biomechanically similar explosive exercise, during which power (W) or the rate of power development (W/s/kg) was evaluated. The results of our experiment confirmed the effectiveness of PAP with well-trained athlets during explosive motor activities such as jumping, throwing and pushing. Additionally, our research showed that eccentric supramaximal intensities (130% 1RM) can be effective in eliciting PAP in strength trained athletes. Our experiments also showed that the IRT should be individualized because athletes differ in the strength level, training experience and muscle fiber structure. In the three experiments conducted with basketball players, track and field athletes and luge athletes, the optimal IRT equaled 6 min. This justifies the need to individualize the volume and intensity of the CA, and especially the IRT, between the CA and the explosive activity. PMID:28149397

Interaction between different sports branches such as taekwondo, box, athletes and serum brain derived neurotrophic factor levels.

PubMed

Oztasyonar, Yunus

2017-04-01

This study aimed to compare serum brain-derived neurotrophic factor (BDNF) levels "which contributes in both neuron development/regeneration" between combat sport braches, which requires high attention and concentration and can lead micro and macro brain trauma, and athleticism, which requires durability in competition. The study design included 4 groups. Group 1 had sedentary participants, and group 2 athletes (middle and long runners) who exercised for two 2-hour daily training sessions 6 days a week. group 3 included boxers, and group 4 taekwondo fighters. We investigated changes in the blood BDNF levels of taekwondo fighters, boxers, and athletes before and after training and compared them among each other and with measurements of sedentary controls. All athletes had higher basal BDNF levels than sedentary participants. Boxers and taekwondo athletes had especially high basal BDNF levels. When we compared different sports branch each other Pre- and post- training BDNF values are ranked as follows: taekwondo > boxing > athletes > sedentary. In sport branches such as combat sports and athletes, serum BDNF levels have been demonstrated to be higher after training than before. In addition, serum BDNF levels were higher in taekwondo fighters and boxers than athletes. BDNF might have a role in the protection mechanism against brain damage or contributes in occurrence and maintenance of high attention and concentration especially among combat sports.

Acute effects of verbal feedback on upper-body performance in elite athletes.

PubMed

Argus, Christos K; Gill, Nicholas D; Keogh, Justin Wl; Hopkins, Will G

2011-12-01

Argus, CK, Gill, ND, Keogh, JWL, and Hopkins, WG. Acute effects of verbal feedback on upper-body performance in elite athletes. J Strength Cond Res 25(12): 3282-3287, 2011-Improved training quality has the potential to enhance training adaptations. Previous research suggests that receiving feedback improves single-effort maximal strength and power tasks, but whether quality of a training session with repeated efforts can be improved remains unclear. The purpose of this investigation was to determine the effects of verbal feedback on upper-body performance in a resistance training session consisting of multiple sets and repetitions in well-trained athletes. Nine elite rugby union athletes were assessed using the bench throw exercise on 4 separate occasions each separated by 7 days. Each athlete completed 2 sessions consisting of 3 sets of 4 repetitions of the bench throw with feedback provided after each repetition and 2 identical sessions where no feedback was provided after each repetition. When feedback was received, there was a small increase of 1.8% (90% confidence limits, ±2.7%) and 1.3% (±0.7%) in mean peak power and velocity when averaged over the 3 sets. When individual sets were compared, there was a tendency toward the improvements in mean peak power being greater in the second and third sets. These results indicate that providing verbal feedback produced acute improvements in upper-body power output of well-trained athletes. The benefits of feedback may be greatest in the latter sets of training and could improve training quality and result in greater long-term adaptation.

Suspected dietary supplement injuries in special operations soldiers.

PubMed

Hughes, John; Shelton, Byron; Hughes, Teresa

2010-01-01

Evidence suggests that a number of Special Operations Soldiers are using dietary supplements to augment their physical training programs and that some of these supplements are not entirely benign. This article presents a series of case reports of Soldiers who suffered adverse effects that may be at least partially attributable to the use of dietary supplements. Given that many Special Operations Soldiers train at the same level as world class athletes and the use of supplements is common among world class athletes, the use of supplements is not likely to stop. To this end, the purpose of this article is to provide awareness of the problem, discuss some of the harmful effects of dietary supplements, make a recommendation for education to help reduce the number of injuries resulting from the use of dietary supplements, and recommend that scientific studies be done to prove the benefits and risks of taking dietary supplements. © 2010.

Pulmonary O2 uptake on-kinetics in endurance- and sprint-trained master athletes.

PubMed

Berger, N J A; Rittweger, J; Kwiet, A; Michaelis, I; Williams, A G; Tolfrey, K; Jones, A M

2006-12-01

The purpose of this study was to characterise the VO2 kinetic response to moderate intensity cycle exercise in endurance-trained (END) and sprint or power-trained (SPR) track and field master athletes ranging in age from 45 to 85 years. We hypothesised that the time constant (tau) describing the Phase II VO2 on-response would be smaller in the END compared to the SPR athletes, and that the tau would become greater with increasing age in both groups. Eighty-four master athletes who were competing at either the British or European Veteran Athletics Championships acted as subjects, and were classified as either END (800 m - marathon; n = 41), or SPR (100 - 400 m and field events; n = 43) specialists. Subjects completed two 6 minute "step" transitions to a work rate of moderate intensity on a cycle ergometer and pulmonary gas exchange was measured breath-by-breath. Analysis of variance revealed that SPR athletes had slower VO2 on-kinetics (i.e., greater tau) compared to END athletes at each of the age groups studied: 46 - 55 yrs (END: 25 +/- 6 vs. SPR: 36 +/- 9 s; p < 0.10), 56 - 65 yrs (END: 25 +/- 5 vs. SPR: 35 +/- 10 s; p < 0.05), 66 - 75 yrs (END: 29 +/- 10 vs. SPR: 40 +/- 13 s; p < 0.05), and 76 - 85 yrs (END: 31 +/- 10 vs. SPR: 51 +/- 18 s; p < 0.05). The VO2 on-kinetics became slower with advancing age in the SPR athletes (p < 0.05 between 56 - 65 and 76 - 85 yrs) but were not significantly changed in the END athletes. The slower VO2 on-kinetics in SPR compared to END master athletes is consistent both with differences in physiology (e.g., muscle fibre type, oxidative/glycolytic capacity) and training between these specialist athletes. Master END athletes have similar tau values to their younger counterparts (approximately 25 s) suggesting that participation in endurance exercise training limits the slowing of VO2 on-kinetics with age in this population.

Character Development at the United States Air Force Academy: A Phenomenological Case Study of Graduates' Reflections

ERIC Educational Resources Information Center

Smith, J. Micheal

2010-01-01

The United States Air Force Academy develops commissionable officers of character through an intense 4-year program that includes academic, athletic, and military education and training. The literature was silent on whether the Academy effectively develops character or, if so, how the development takes place. This was a phenomenological case study…

Rising to a New Paradigm: Infusing Health and Wellness into the Music Curriculum

ERIC Educational Resources Information Center

Pierce, Deborah L.

2012-01-01

Musicians, like athletes, daily face the stark reality of physical and psychological health issues that can negatively affect or end their careers. Research shows compelling reasons for making changes to the value systems and in the educational process under which musicians are trained to help alleviate these problems. Changes would include…

Hormonal responses in athletes: the use of a two bout exercise protocol to detect subtle differences in (over)training status.

PubMed

Meeusen, R; Piacentini, M F; Busschaert, B; Buyse, L; De Schutter, G; Stray-Gundersen, J

2004-03-01

In overtrained athletes, several signs and symptoms have been associated with the imbalance between training and recovery. However, reliable diagnostic markers for distinguishing between well-trained, overreached (OR) and overtrained (OT) athletes are lacking. A hallmark feature of overtraining syndrome (OTS) is the inability to sustain intense exercise and recover for the next training or competition session. We therefore devised a test protocol utilizing two bouts of maximal work. With this test protocol we tried to establish a difference in hormonal responses between the training status of T and OR athletes. Seven well-trained cyclists participated in this study and were tested before and after a training camp. We also present the data of one OT motocross athlete who was clinically diagnosed as overtrained. All athletes performed two maximal exercise tests separated by 4 h. Blood was analyzed for cortisol, adrenocorticotrophic hormone (ACTH), growth hormone and prolactin (PRL). Performance decreased by 6% between the first and the second exercise test in the OR group and by 11% in the OT subject. Moreover, during the second exercise test there were more marked differences between the T and OR athletes; in particular, the OT subject did not show an increase in some of the hormonal responses. PRL increased only by 14% in the OT subject's second test and there was a 7% decrease in ACTH. The two exercise approach enables us to detect subtle performance decrements that will not be identified by one exercise trigger. The hormonal responses to the second exercise test were different between the T and OR athletes (the increase in the T group was higher than in the OR that was higher than in the OT). The results of the case presentation of an overtrained athlete provide evidence of an altered and dysfunctional hypothalamic-pituitary axis response to two bouts of maximal exercise. These findings can be used to develop markers for diagnosis of OTS and to begin to address the pathologic mechanism operative in the syndrome, as well as providing an outcome measure to evaluate possible therapeutic regimes.

Retrospective Injury Epidemiology and Risk Factors for Injury in CrossFit.

PubMed

Montalvo, Alicia M; Shaefer, Hilary; Rodriguez, Belinda; Li, Tan; Epnere, Katrina; Myer, Gregory D

2017-03-01

The objective of the study is to examine injury epidemiology and risk factors for injury in CrossFit athletes. A survey was administered to athletes at four owner-operated facilities in South Florida. Respondents reported number, location of injury, and training exposure from the preceding six months and answered questions regarding potential risk factors for injury. Fifty out of 191 athletes sustained 62 injuries during CrossFit participation in the preceding six months. The most frequently injured locations were the shoulder, knee, and lower back. Injury incidence was 2.3/1000 athlete training hours. Competitors were more likely to be injured (40% v 19%, p = 0.002) and had greater weekly athlete training hours (7.3 ± 7.0 v 4.9 ± 2.9, p < 0.001) than non-competitors. Athletes who reported injury also reported significantly higher values for the following risk factors: years of participation (2.7 ± 1.8 v 1.8 ± 1.5, p = 0.001), weekly athlete training hours (7.3 ± 3.8 v 4.9 ± 2.1, p = 0.020), weekly athlete-exposures (6.4 ± 3.8 v 4.7 ± 2.1, p = 0.003), height (1.72 ± 0.09 m v 1.68 ± 0.01 m, p = 0.011), and body mass (78.24 ± 16.86 kg v 72.91 ± 14.77 kg, p = 0.037). Injury rates during CrossFit and location of injuries were similar to those previously reported. Injury incidence was similar to related sports, including gymnastics and powerlifting. While being a competitor was related to injury, increased exposure and length of participation in CrossFit likely underlied this association. Specifically, increased exposure to training in the form of greater weekly athlete training hours and weekly participations may contribute to injury. Increased height and body mass were also related to injury which is likely reflective of increased load utilized during training. Further research is warranted to determine if biomechanical factors associated with greater height and ability to lift greater loads are modifiable factors that can be adapted to reduce the increase risk of injury during CrossFit.

THE EFFECTS OF NON-FUNCTIONAL OVERREACHING AND OVERTRAINING ON AUTONOMIC NERVOUS SYSTEM FUNCTION IN HIGHLY TRAINED ATHLETES.

PubMed

Kajaia, T; Maskhulia, L; Chelidze, K; Akhalkatsi, V; Kakhabrishvili, Z

2017-03-01

Aim of the study was to compare the ANS functioning, as measured by heart rate variability (HRV), in athletes with non-functional overreaching (NFO) and overtraining syndrome (OTS) and in athletes without NFO/OTS. In 43 athletes with NFO/OTS, 40 athletes without NFO/OTS, as well as in 35 sedentary subjects the ANS function was evaluated with the Autonomic Balance Test, based on the HRV analysis of resting heart rate recordings. Results of the study show lower HRV and lower vagal influence along with increased sympathetic cardiovascular control in athletes with non-functional overreaching and particularly in athletes with overtraining, than in highly trained athletes without NFO/OTS. "Stress Response" in athletes with NFO, as well as in some athletes with OTS, showing sympathetic dominance, considered as a sign of physical or mental fatigue and chronic stress, whereas "Total Autonomic Dystonia" in most of the athletes with OTS (67%) reflects more advanced stage of maladaptation associated with depressed regulatory function of the ANS, both sympathetic, as well as vagal influences. Most frequently NFO and OTS were seen in wrestling, which needs further investigation and regular medical monitoring. Thus, results of the study show progression of autonomic imbalance and depression of regulatory function of the autonomic nervous system in athletes with OTS. The cardiac autonomic imbalance observed in overtrained athletes implies changes in HRV and therefore would consider that heart rate variability may provide useful information in detection of overtraining in athletes and can be a valuable adjacent tool for optimising athlete's training program as well as for timely diagnosis and prevention of progression of NFO/OTS.

An Assessment of Post-Professional Athletic Training Students' Critical Thinking Skills and Dispositions

ERIC Educational Resources Information Center

Walter, Jessica Marie

2013-01-01

The need for outcome measures in critical thinking skills and dispositions for post-professional athletic training programs (PPATPs) is significant. It has been suggested that athletic trainers who are competent and disposed towards thinking critically will be successful in the profession. The purpose of this study is to assess critical thinking…

Training and Psychosocial Patterns during the Early Development of Portuguese National Team Athletes

ERIC Educational Resources Information Center

Barreiros, Andre; Cote, Jean; Fonseca, Antonio Manuel

2013-01-01

This study explored the early development of expert athletes compared to a group of athletes that did not achieve an expert level of performance despite being involved in youth events with their national squads. In particular, the activities, training patterns, and psychosocial influences that characterized their paths in competitive sports were…

Effects of Quercetin Supplementation on Lipid and Protein Metabolism after Classic Boxing Training

ERIC Educational Resources Information Center

Demirci, Nevzat

2017-01-01

The metabolic fitness (MF) is a component of athletes' physical conditioning. This study aims to investigate the effects of quercetin supplementation on Turkish Junior athletes' lipid and protein metabolism relating to MF after one month classic boxing training. Totally 20 voluntary junior male athletes were separated into two equal groups as the…

Characterizations of a Quality Certified Athletic Trainer

PubMed Central

Raab, Scot; Wolfe, Brent D.; Gould, Trenton E.; Piland, Scott G.

2011-01-01

Context: Didactic proficiency does not ensure clinical aptitude. Quality athletic health care requires clinical knowledge and affective traits. Objective: To develop a grounded theory explaining the constructs of a quality certified athletic trainer (AT). Design: Delphi study. Setting: Interviews in conference rooms or business offices and by telephone. Patients or Other Participants: Thirteen ATs (men = 8, women = 5) stratified across the largest employment settings (high school, college, clinical) in the 4 largest districts of the National Athletic Trainers' Association (2, 3, 4, 9). Data Collection and Analysis: Open-ended interview questions were audio recorded, transcribed, and reviewed before condensing. Two member checks ensured trustworthiness. Open coding reduced text to descriptive adjectives. Results: We grouped adjectives into 5 constructs (care, communication, commitment, integrity, knowledge) and grouped these constructs into 2 higher-order constructs (affective traits, effective traits). Conclusions: According to participants, ATs who demonstrate the ability to care, show commitment and integrity, value professional knowledge, and communicate effectively with others can be identified as quality ATs. These abilities facilitate the creation of positive relationships. These relationships allow the quality AT to interact with patients and other health care professionals on a knowledgeable basis that ultimately improves health care delivery. Our resulting theory supported the examination of characteristics not traditionally assessed in an athletic training education program. If researchers can show that these characteristics develop ATs into quality ATs (eg, those who work better with others, relate meaningfully with patients, and improve the standard of health care), they must be cultivated in the educational setting. PMID:22488194

Evaluation of West-Austrian junior athletes' knowledge regarding doping in sports.

PubMed

Fürhapter, Christina; Blank, Cornelia; Leichtfried, Veronika; Mair-Raggautz, Maria; Müller, David; Schobersberger, Wolfgang

2013-01-01

An important factor while developing efficient doping prevention strategies is to identify relevant target groups, to evaluate the state of knowledge about this topic as well as to evaluate motivations behind using prohibited substances. Measures to prevent doping substances abuse have to be supported in early stages of childhood. The aim of this prospective study was to evaluate the knowledge of Tyrolean junior athletes about doping in sport. Next to the knowledge, their attitudes in regard to doping practices have also been a focus of this project. Within a prospective cross-sectional study, Tyrolean junior athletes aged between 14 and 19 years (n = 408) were anonymously questioned by distributing questionnaires in three Tyrolean sport schools as well as two Tyrolean sport-training centers. To collect the data, an anonymous questionnaire with close-ended questions was used. Next to sociodemographic data, questions also evaluated the knowledge about prohibited substances as well as attitudes and behaviors towards doping. The concept was set up based on contents of comparable studies and publications. The knowledge about doping among junior athletes was moderate. The consumer behavior of the young athletes on the other hand has turned out to be satisfactory. Nevertheless, the overall knowledge especially regarding potential negative side effects of doping agents is poor. To incorporate an effective doping-prevention strategy, improved education, particularly in terms of side effects, is clearly needed. To achieve sustainable doping-prevention effects, focus has to be generally set on education within the frame of junior competitive sport.

Two emerging concepts for elite athletes: the short-term effects of testosterone and cortisol on the neuromuscular system and the dose-response training role of these endogenous hormones.

PubMed

Crewther, Blair T; Cook, Christian; Cardinale, Marco; Weatherby, Robert P; Lowe, Tim

2011-02-01

The aim of this review is to highlight two emerging concepts for the elite athlete using the resistance-training model: (i) the short-term effects of testosterone (T) and cortisol (C) on the neuromuscular system; and (ii) the dose-response training role of these endogenous hormones. Exogenous evidence confirms that T and C can regulate long-term changes in muscle growth and performance, especially with resistance training. This evidence also confirms that changes in T or C concentrations can moderate or support neuromuscular performance through various short-term mechanisms (e.g. second messengers, lipid/protein pathways, neuronal activity, behaviour, cognition, motor-system function, muscle properties and energy metabolism). The possibility of dual T and C effects on the neuromuscular system offers a new paradigm for understanding resistance-training performance and adaptations. Endogenous evidence supports the short-term T and C effects on human performance. Several factors (e.g. workout design, nutrition, genetics, training status and type) can acutely modify T and/or C concentrations and thereby potentially influence resistance-training performance and the adaptive outcomes. This novel short-term pathway appears to be more prominent in athletes (vs non-athletes), possibly due to the training of the neuromuscular and endocrine systems. However, the exact contribution of these endogenous hormones to the training process is still unclear. Research also confirms a dose-response training role for basal changes in endogenous T and C, again, especially for elite athletes. Although full proof within the physiological range is lacking, this athlete model reconciles a proposed permissive role for endogenous hormones in untrained individuals. It is also clear that the steroid receptors (cell bound) mediate target tissue effects by adapting to exercise and training, but the response patterns of the membrane-bound receptors remain highly speculative. This information provides a new perspective for examining, interpreting and utilizing T and C within the elite sporting environment. For example, individual hormonal data may be used to better prescribe resistance exercise and training programmes or to assess the trainability of elite athletes. Possible strategies for acutely modifying the hormonal milieu and, thereafter, the performance/training outcomes were also identified (see above). The limitations and challenges associated with the analysis and interpretation of hormonal research in sport (e.g. procedural issues, analytical methods, research design) were another discussion point. Finally, this review highlights the need for more experimental research on humans, in particular athletes, to specifically address the concept of dual steroid effects on the neuromuscular system.

The construct validity of session RPE during an intensive camp in young male Karate athletes.

PubMed

Padulo, Johnny; Chaabène, Helmi; Tabben, Montassar; Haddad, Monoem; Gevat, Cecilia; Vando, Stefano; Maurino, Lucio; Chaouachi, Anis; Chamari, Karim

2014-04-01

the aim of this study was to assess the validity of the session rating of perceived exertion (RPE) method and two objective HR-based methods for quantifying karate's training load (TL) in young Karatekas. eleven athletes (age 12.50±1.84 years) participated in this study. The training period/camp was performed on 5 consecutive days with two training session (s) per-day (d). Construct validity of RPE method in young Karate athletes, was studied by correlation analysis between RPE session's training load and both Edwards and Banister's training impulse score' method. significant relationship was found between inter-day (n-11 × d-5 × s-2 = 110) sessions RPE and Edwards (r values from 0.84 to 0.92 p < 0.001) and Banister's (r values from 0.84 to 0.97 p < 0.001), respectively. this study showed that session-RPE can be considered a valid method for quantifying karate's training load in young karate athletes.

An Integrated Approach to Change the Outcome Part II: Targeted Neuromuscular Training Techniques to Reduce Identified ACL Injury Risk Factors

PubMed Central

Myer, Gregory D.; Ford, Kevin R.; Brent, Jensen L.; Hewett, Timothy E.

2014-01-01

Prior reports indicate that female athletes who demonstrate high knee abduction moments (KAMs) during landing are more responsive to neuromuscular training designed to reduce KAM. Identification of female athletes who demonstrate high KAM, which accurately identifies those at risk for noncontact anterior cruciate ligament (ACL) injury, may be ideal for targeted neuromuscular training. Specific neuromuscular training targeted to the underlying biomechanical components that increase KAM may provide the most efficient and effective training strategy to reduce noncontact ACL injury risk. The purpose of the current commentary is to provide an integrative approach to identify and target mechanistic underpinnings to increased ACL injury in female athletes. Specific neuromuscular training techniques will be presented that address individual algorithm components related to high knee load landing patterns. If these integrated techniques are employed on a widespread basis, prevention strategies for noncontact ACL injury among young female athletes may prove both more effective and efficient. PMID:22580980

Nutritional aspects of women strength athletes.

PubMed

Volek, J S; Forsythe, C E; Kraemer, W J

2006-09-01

Strength training elicits sports related and health benefits for both men and women. Although sexual dimorphism is observed in exercise metabolism, there is little information outlining the specific nutritional needs of women strength athletes. Many women athletes restrict energy intake, specifically fat consumption, in order to modify body composition, but this nutritional practice is often counter-productive. Compared to men, women appear to be less reliant on glycogen during exercise and less responsive to carbohydrate mediated glycogen synthesis during recovery. Female strength athletes may require more protein than their sedentary and endurance training counterparts to attain positive nitrogen balance and promote protein synthesis. Therefore, women strength athletes should put less emphasis on a very high carbohydrate intake and more emphasis on quality protein and fat consumption in the context of energy balance to enhance adaptations to training and improve general health. Attention to timing of nutrient ingestion, macronutrient quality, and dietary supplementation (for example, creatine) are briefly discussed as important components of a nutritionally adequate and effective strength training diet for women.

Navigational strategies during fast walking: a comparison between trained athletes and non-athletes.

PubMed

Gérin-Lajoie, Martin; Ronsky, Janet L; Loitz-Ramage, Barbara; Robu, Ion; Richards, Carol L; McFadyen, Bradford J

2007-10-01

Many common activities such as walking in a shopping mall, moving in a busy subway station, or even avoiding opponents during sports, all require different levels of navigational skills. Obstacle circumvention is beginning to be understood across age groups, but studying trained athletes with greater levels of motor ability will further our understanding of skillful adaptive locomotor behavior. The objective of this work was to compare navigational skills during fast walking between elite athletes (e.g. soccer, field hockey, basketball) and aged-matched non-athletes under different levels of environmental complexity in relation to obstacle configuration and visibility. The movements of eight women athletes and eight women non-athletes were measured as they walked as fast as possible through different obstacle courses in both normal and low lighting conditions. Results showed that athletes, despite similar unobstructed maximal speeds to non-athletes, had faster walking times during the navigation of all obstructed environments. It appears that athletes can process visuo-spatial information faster since both groups can make appropriate navigational decisions, but athletes can navigate through complex, novel, environments at greater speeds. Athletes' walking times were also more affected by the low lighting conditions suggesting that they normally scan the obstructed course farther ahead. This study also uses new objective measures to assess functional locomotor capacity in order to discriminate individuals according to their level of navigational ability. The evaluation paradigm and outcome measures developed may be applicable to the evaluation of skill level in athletic training and selection, as well as in gait rehabilitation following impairment.

Analgesics use in competitive triathletes: its relationship to doping and on predicting its usage.

PubMed

Dietz, Pavel; Dalaker, Robert; Letzel, Stephan; Ulrich, Rolf; Simon, Perikles

2016-10-01

The two major objectives of this study were (i) to assess variables that predict the use of analgesics in competitive athletes and (ii) to test whether the use of analgesics is associated with the use of doping. A questionnaire primarily addressing the use of analgesics and doping was distributed among 2,997 triathletes. Binary logistic regression analysis was performed to predict the use of analgesics. Moreover, the randomised response technique (RRT) was used to estimate the prevalence of doping in order to assess whether users of analgesics have a higher potential risk for doping than non-users. Statistical power analyses were performed to determine sample size. The bootstrap method was used to assess the statistical significance of the prevalence difference for doping between users and non-users of analgesics. Four variables from a pool of 16 variables were identified that predict the use of analgesics. These were: "version of questionnaire (English)", "gender (female)", "behaviour in case of pain (continue training)", and "hours of training per week (>12 h/week)". The 12-month prevalence estimate for the use of doping substances (overall estimate 13.0%) was significantly higher in athletes that used analgesics (20.4%) than in those athletes who did not use analgesics (12.4%). The results of this study revealed that athletes who use analgesics prior to competition may be especially prone to using doping substances. The predictors of analgesic use found in the study may be of importance to prepare education material and prevention models against the misuse of drugs in athletes.

Athletic Training Student Core Competency Implementation During Patient Encounters.

PubMed

Cavallario, Julie M; Van Lunen, Bonnie L; Hoch, Johanna M; Hoch, Matthew; Manspeaker, Sarah A; Pribesh, Shana L

2018-03-01

  Health care research evidence suggests that early patient encounters (PEs), as well as the purposeful implementation of professional core competencies (CCs), for athletic training students (ATSs) may be beneficial to their ability to provide care. However, no investigators have related facets of the clinical education experience with CC implementation as a form of summative assessment of the clinical experience.   To determine the relationship between the frequency and length of PEs, as well as the student's role and clinical site during PEs, and the students' perceived CC implementation during these encounters.   Cross-sectional study.   Professional athletic training program, National Collegiate Athletic Association Division I institution.   We purposefully recruited 1 athletic training program that used E*Value software; 40 participants (31 females, 9 males) enrolled in the professional phase (12 first year, 14 second year, 14 third year) participated.   Participants viewed a 20-minute recorded CC educational module followed by educational handouts, which were also posted online for reference throughout the semester. The E*Value software was used to track PEs, including the type of encounter (ie, actual patient, practice encounter, didactic practice scenario), the type of site where the encounter occurred (university, high school), and the participant's role (observed, assisted, performed), as well as responses to an added block of questions indicating which, if any, of the CCs were implemented during the PE.   Variables per patient were PE length (minutes), participant role, site at which the encounter occurred, and whether any of the 6 CCs were implemented ( yes/ no). Variables per participant were average encounter length (minutes), encounter frequency, modal role, clinical site assignment, and the number of times each CC was implemented. Separate 1-way analyses of variance were used to examine the relationships between role or clinical site and implementation of total number of CCs. Multiple linear regressions were used to determine how the average length and frequency of PEs were related to the average and total number of implemented CCs. Binary logistic regression models indicated how the length of each encounter, role of the participant, and type of clinical site related to the implementation of each CC.   The roles of participants during PEs were related to their ability to implement the total number of CCs ( F = 103.48, P < .001). Those who observed were likely to implement fewer total CCs than those who assisted (M diff = -0.29, P < .001); those who assisted were likely to implement more total CCs than those who performed (M diff = 0.32, P < .001). Frequency of encounters was the only significant variable in the model examining all independent variables with CC implementation ( b 4,32 = 3.34, t = 9.46, P < .001).   The role of the student, namely assisting during PEs, and the volume of PEs should be considered priorities for students to promote greater CC implementation.

Effects and dose–response relationships of resistance training on physical performance in youth athletes: a systematic review and meta-analysis

PubMed Central

Lesinski, Melanie; Prieske, Olaf; Granacher, Urs

2016-01-01

Objectives To quantify age, sex, sport and training type-specific effects of resistance training on physical performance, and to characterise dose–response relationships of resistance training parameters that could maximise gains in physical performance in youth athletes. Design Systematic review and meta-analysis of intervention studies. Data sources Studies were identified by systematic literature search in the databases PubMed and Web of Science (1985–2015). Weighted mean standardised mean differences (SMDwm) were calculated using random-effects models. Eligibility criteria for selecting studies Only studies with an active control group were included if these investigated the effects of resistance training in youth athletes (6–18 years) and tested at least one physical performance measure. Results 43 studies met the inclusion criteria. Our analyses revealed moderate effects of resistance training on muscle strength and vertical jump performance (SMDwm 0.8–1.09), and small effects on linear sprint, agility and sport-specific performance (SMDwm 0.58–0.75). Effects were moderated by sex and resistance training type. Independently computed dose–response relationships for resistance training parameters revealed that a training period of >23 weeks, 5 sets/exercise, 6–8 repetitions/set, a training intensity of 80–89% of 1 repetition maximum (RM), and 3–4 min rest between sets were most effective to improve muscle strength (SMDwm 2.09–3.40). Summary/conclusions Resistance training is an effective method to enhance muscle strength and jump performance in youth athletes, moderated by sex and resistance training type. Dose–response relationships for key training parameters indicate that youth coaches should primarily implement resistance training programmes with fewer repetitions and higher intensities to improve physical performance measures of youth athletes. PMID:26851290

Smokeless Tobacco Education for College Athletes.

ERIC Educational Resources Information Center

Burak, Lydia J.

2001-01-01

Chewing tobacco and taking snuff are common practices among college athletes. This article describes one college's smokeless tobacco education program for students athletes in the health, physical education, and recreation department. Research on the multiple-strategy intervention indicated decreases in student athletes' smokeless tobacco use and…

Effects of Sport-Specific Training Intensity on Sleep Patterns and Psychomotor Performance in Adolescent Athletes.

PubMed

Suppiah, Haresh T; Low, Chee Yong; Chia, Michael

2016-11-01

Adolescent student-athletes face time constraints due to athletic and scholastic commitments, resulting in habitually shortened nocturnal sleep durations. However, there is a dearth of research on the effects of sleep debt on student-athlete performance. The study aimed to (i) examine the habitual sleep patterns (actigraphy) of high-level student-athletes during a week of training and academic activities, (ii) ascertain the effects of habitual sleep durations experienced by high-level student-athletes on psychomotor performance, and (iii) examine the impact of sport training intensities on the sleep patterns of high-level student-athletes that participate in low and high intensity sports. Sleep patterns of 29 high-level student-athletes (14.7 ± 1.3 yrs) were monitored over 7 days. A psychomotor vigilance task was administered on weekdays to ascertain the effects of habitual sleep durations. Weekend total sleep time was longer than weekdays along with a delay in bedtime, and waketimes. Psychomotor vigilance reaction times on Monday were faster than on Thursday and Friday, with reaction times on Tuesday also faster than on Friday. False starts and lapses were greater on Friday compared with Monday. There was a negative impact of sleep debt on student-athletes' psychomotor performance.

Subjective Perception of Sports Performance, Training, Sleep and Dietary Patterns of Malaysian Junior Muslim Athletes during Ramadan Intermittent Fasting

PubMed Central

Singh, Rabindarjeet; Hwa, Ooi Cheong; Roy, Jolly; Jin, Chai Wen; Ismail, Siti Musyrifah; Lan, Mohamad Faizal; Hiong, Loo Lean; Aziz, Abdul-Rashid

2011-01-01

Purpose To examine the subjective perception of daily acute fasting on sports performance, training, sleep and dietary patterns of Muslim athletes during the Ramadan month. Methods Seven hundred and thirty-four (411 male and 323 female) Malaysian Junior-level Muslim athletes (mean age 16.3 ± 2.6 y) participated in the survey which was designed to establish the personal perception of their sport performance, sleep pattern, food and fluid intake during Ramadan fasting. The survey was conducted during and immediately after the month of Ramadan in 2009. Results Twenty-four percent of the athletes perceived that there was an adverse effect of the Ramadan fast on their sporting performance and 29.3% reported that quality of training during Ramadan was also negatively influenced. Majority (48.2%) of the athletes stated that Ramadan fasting did not affect their normal sleep pattern but 66.6% of them complained of sleepiness during the daytime. Half of the athletes (41.4%) maintained the caloric intake during Ramadan as they normally would with the majority of them (76.2%) reporting that they consumed more fluids during Ramadan. Conclusions Overall, Malaysian Junior-level Muslim athletes showed diverse views in their perception of changes in their training, sleep and dietary patterns during Ramadan fast. These individual differences probably indicate differences in the athletes’ adaptability and coping strategies during fasting and training in Ramadan. PMID:22375236

The Effect of Core Stability Training on Functional Movement Patterns in Collegiate Athletes.

PubMed

Bagherian, Sajad; Ghasempoor, Khodayar; Rahnama, Nader; Wikstrom, Erik A

2018-02-06

Pre-participation examinations are the standard approach for assessing poor movement quality that would increase musculoskeletal injury risk. However, little is known about how core stability influences functional movement patterns. The primary purpose of this study was to determine the effect of an 8-week core stability program on functional movement patterns in collegiate athletes. The secondary purpose was to determine if the core stability training program would be more effective in those with worse movement quality (i.e. ≤14 baseline FMS score). Quasi-experimental design. Athletic Training Facility. One-hundred collegiate athletes. Functional movement patterns included the Functional Movement Screen (FMS), Lateral step down (LSD) and Y balance test (YBT) and were assessed before and after the 8-week program. Participants were placed into 1 of the 2 groups: intervention and control. The intervention group was required to complete a core stability training program that met 3 times per week for 8-week. Significant group x time interactions demonstrated improvements in FMS, LSD and YBT scores in the experimental group relative to the control group (p<0.001). Independent sample t-tests demonstrate that change scores were larger (greater improvement) for the FMS total score and Hurdle step (p<0.001) in athletes with worse movement quality. An 8-week core stability training program enhances functional movement patterns and dynamic postural control in collegiate athletes. The benefits are more pronounced in collegiate athletes with poor movement quality.

Dietary status of trained female cyclists.

PubMed

Keith, R E; O'Keeffe, K A; Alt, L A; Young, K L

1989-11-01

Dietary status was evaluated in eight highly trained female cyclists. Each cyclist kept a 3-day weighed food record. Diets were analyzed for nutrient content using a computerized software package. Blood was also obtained and evaluated for hemoglobin, hematocrit, and albumin. For an athletic group, the cyclists' diets were found to be low in energy (85% RDA) and carbohydrate (4.4 gm/kg body weight per day). Mean daily dietary intakes were well below the RDAs for folacin (76% RDA), magnesium (81%), iron (59%), and zinc (48%). In addition, more than one-third of the cyclists failed to consume 67% of the RDA for the following micronutrients: pyridoxine, folacin, cobalamin, vitamin E, magnesium, iron, and zinc. Hemoglobin (135 gm/L), hematocrit (0.39), and albumin (45 gm/L) values were all normal, although most hemoglobin values were in the lower 50% of normal range. Foods such as meats, poultry, fish, beans, peas, and nuts were low or absent from the diets of most athletes. Dietary quality in this group of female cyclists could have been greatly improved with the addition of more of those foods. These athletes could benefit from nutrition education and diet counseling.

Sensitivity of the central visual field in 70- to 81-year-old male athletes and in a population sample.

PubMed

Era, P; Pärssinen, O; Pykälä, P; Jokela, J; Suominen, H

1994-10-01

The sensitivity of the central visual field (0 degree-30 degrees) was studied using an automatic Octopus 500E perimeter in elderly male athletes and in a population sample of men of corresponding age. The athletes (N = 96) were endurance and power athletes, who were still active in competitive sports with training histories spanning tens of years. The athletes' results were compared with those of a sample of men of the same age (70-81 years, N = 41) randomly selected from the local population register. The sensitivity values of the athletes, and the endurance athletes in particular, were significantly better than those of the controls, with differences varying from 1 to 2.5 dB in the different areas of the central visual field. Multivariate analyses of the background factors of visual field sensitivity showed that the most important were age, amount of annual training, number of chronic diseases, HDL-cholesterol level, and vital capacity. The results suggest that a long training history, especially of the aerobic type, may be beneficial with respect to the sensitivity of the visual system.

Nutritional Considerations for Performance in Young Athletes

PubMed Central

Smith, JohnEric W.; Holmes, Megan E.; McAllister, Matthew J.

2015-01-01

Nutrition is an integral component to any athletes training and performance program. In adults the balance between energy intake and energy demands is crucial in training, recovery, and performance. In young athletes the demands for training and performance remain but should be a secondary focus behind the demands associated with maintaining the proper growth and maturation. Research interventions imposing significant physiological loads and diet manipulation are limited in youth due to the ethical considerations related to potential negative impacts on the growth and maturation processes associated with younger individuals. This necessary limitation results in practitioners providing nutritional guidance to young athletes to rely on exercise nutrition recommendations intended for adults. While many of the recommendations can appropriately be repurposed for the younger athlete attention needs to be taken towards the differences in metabolic needs and physiological differences. PMID:26464898

The relationship between an effort goal and self-regulatory efficacy beliefs for division I football players.

PubMed

Gilson, Todd A; Heller, Emily A; Stults-Kolehmainen, Matthew A

2013-10-01

When training for sport, it can be argued that self-regulation-or how athletes attempt to learn new skills-is vital for success. However, self-regulation means little if athletes cannot apply it in the throes of adversity. Specifically, the confidence one has to use self-regulation skills (i.e., self-regulatory efficacy [SRE]) when faced with adverse conditions can contribute to positive or negative behavioral implications when examined in conjunction with an athlete's current goals. Therefore, the purpose of this study was twofold: (a) determine if athletes who hold an effort goal when training for sport will have higher SRE scores; and (b) assess the relationship between effort goals and SRE, as the strength of one's effort goal increases. In phase 1, interviews with 11 Division I athletes were conducted to determine the most salient dissuading conditions athletes experience when training for sport. This process resulted in 27 factors that were implemented into a questionnaire for phase 2. During this latter phase, 402 Division I football players (Mage = 20.1 years, SD = 1.3 years) completed a 2-part goal statement along with an SRE questionnaire. The results indicated that athletes who held a criterion effort goal related to training (n = 362) had significantly higher SRE scores when compared with athletes who did not report having an effort goal F(27,401) = 1.89, p < 0.01. Additionally, as athletes' effort goal increased, stronger SRE beliefs resulted for all dissuading conditions, with all p values <0.05. Based on these results, practitioners are encouraged to facilitate goal setting sessions early and often with athletes as a way to combat the negative effects of low SRE beliefs.

Training adaptation and heart rate variability in elite endurance athletes: opening the door to effective monitoring.

PubMed

Plews, Daniel J; Laursen, Paul B; Stanley, Jamie; Kilding, Andrew E; Buchheit, Martin

2013-09-01

The measurement of heart rate variability (HRV) is often considered a convenient non-invasive assessment tool for monitoring individual adaptation to training. Decreases and increases in vagal-derived indices of HRV have been suggested to indicate negative and positive adaptations, respectively, to endurance training regimens. However, much of the research in this area has involved recreational and well-trained athletes, with the small number of studies conducted in elite athletes revealing equivocal outcomes. For example, in elite athletes, studies have revealed both increases and decreases in HRV to be associated with negative adaptation. Additionally, signs of positive adaptation, such as increases in cardiorespiratory fitness, have been observed with atypical concomitant decreases in HRV. As such, practical ways by which HRV can be used to monitor training status in elites are yet to be established. This article addresses the current literature that has assessed changes in HRV in response to training loads and the likely positive and negative adaptations shown. We reveal limitations with respect to how the measurement of HRV has been interpreted to assess positive and negative adaptation to endurance training regimens and subsequent physical performance. We offer solutions to some of the methodological issues associated with using HRV as a day-to-day monitoring tool. These include the use of appropriate averaging techniques, and the use of specific HRV indices to overcome the issue of HRV saturation in elite athletes (i.e., reductions in HRV despite decreases in resting heart rate). Finally, we provide examples in Olympic and World Champion athletes showing how these indices can be practically applied to assess training status and readiness to perform in the period leading up to a pinnacle event. The paper reveals how longitudinal HRV monitoring in elites is required to understand their unique individual HRV fingerprint. For the first time, we demonstrate how increases and decreases in HRV relate to changes in fitness and freshness, respectively, in elite athletes.

Strength Training: Program Organization and Proper Neck Development.

ERIC Educational Resources Information Center

Riley, Dan

During the 1960s, weightlifters and bodybuilders were the primary source for strength training methods, and their techniques were used by coaches to train athletes. In weight-training, it is the responsibility of trainers and coaches to provide the athlete with a program that produces the best results, consumes the least amount of time, and best…

Sprint Running Performance and Technique Changes in Athletes During Periodized Training: An Elite Training Group Case Study.

PubMed

Bezodis, Ian N; Kerwin, David G; Cooper, Stephen-Mark; Salo, Aki I T

2017-11-15

To understand how training periodization influences sprint performance and key step characteristics over an extended training period in an elite sprint training group. Four sprinters were studied during five months of training. Step velocities, step lengths and step frequencies were measured from video of the maximum velocity phase of training sprints. Bootstrapped mean values were calculated for each athlete for each session and 139 within-athlete, between-session comparisons were made with a repeated measures ANOVA. As training progressed, a link in the changes in velocity and step frequency was maintained. There were 71 between-session comparisons with a change in step velocity yielding at least a large effect size (>1.2), of which 73% had a correspondingly large change in step frequency in the same direction. Within-athlete mean session step length remained relatively constant throughout. Reductions in step velocity and frequency occurred during training phases of high volume lifting and running, with subsequent increases in step velocity and frequency happening during phases of low volume lifting and high intensity sprint work. The importance of step frequency over step length to the changes in performance within a training year was clearly evident for the sprinters studied. Understanding the magnitudes and timings of these changes in relation to the training program is important for coaches and athletes. The underpinning neuro-muscular mechanisms require further investigation, but are likely explained by an increase in force producing capability followed by an increase in the ability to produce that force rapidly.

Athletics and the Law.

ERIC Educational Resources Information Center

Appenzeller, Herb

This book answers questions concerning athletics and the law. The chapters include trends in litigation, disruptive behavior, the changing attitude of the court toward married athletes, training rules, and good conduct codes. They include the problem of athletic travel, the changing role of state athletic associations with their diverse rules,…

Chronic lack of sleep is associated with increased sports injuries in adolescent athletes.

PubMed

Milewski, Matthew D; Skaggs, David L; Bishop, Gregory A; Pace, J Lee; Ibrahim, David A; Wren, Tishya A L; Barzdukas, Audrius

2014-03-01

Much attention has been given to the relationship between various training factors and athletic injuries, but no study has examined the impact of sleep deprivation on injury rates in young athletes. Information about sleep practices was gathered as part of a study designed to correlate various training practices with the risk of injury in adolescent athletes. Informed consent for participation in an online survey of training practices and a review of injury records was obtained from 160 student athletes at a combined middle/high school (grades 7 to 12) and from their parents. Online surveys were completed by 112 adolescent athletes (70% completion rate), including 54 male and 58 female athletes with a mean age of 15 years (SD=1.5; range, 12 to 18 y). The students' responses were then correlated with data obtained from a retrospective review of injury records maintained by the school's athletic department. Multivariate analysis showed that hours of sleep per night and the grade in school were the best independent predictors of injury. Athletes who slept on average <8 hours per night were 1.7 times (95% confidence interval, 1.0-3.0; P=0.04) more likely to have had an injury compared with athletes who slept for ≥8 hours. For each additional grade in school, the athletes were 1.4 times more likely to have had an injury (95% confidence interval, 1.2-1.6; P<0.001). Sleep deprivation and increasing grade in school appear to be associated with injuries in an adolescent athletic population. Encouraging young athletes to get optimal amounts of sleep may help protect them against athletic injuries. Level III.

Staphylococcus aureus and community-associated methicillin-resistant Staphylococcus aureus (CA-MRSA) in and around therapeutic whirlpools in college athletic training rooms.

PubMed

Kahanov, Leamor; Kim, Young Kyun; Eberman, Lindsey; Dannelly, Kathleen; Kaur, Haninder; Ramalinga, A

2015-04-01

Community-associated methicillin-resistant Staphylococcus aureus (CA-MRSA) has become a leading cause of skin and soft tissue infection in the nonhospitalized community. Care of the athletes in athletic training rooms is specifically designed with equipment tailored to the health care needs of the athletes, yet recent studies indicate that CA-MRSA is still prevalent in athletic facilities and that cleaning methods may not be optimal. To investigate the prevalence of Staphylococcus aureus and CA-MRSA in and around whirlpools in the athletic training room. Cross-sectional study. National Collegiate Athletic Association Division I university. Student-athletes (n = 109) consisting of 46 men (42%) and 63 women (58%) representing 6 sports. Presence of MRSA and Staphylococcus aureus in and around the whirlpool structures relative to sport and number of athletes using the whirlpools. We identified Staphylococcus aureus in 22% (n = 52/240) of the samples and MRSA in 0.8% (n = 2/240). A statistically significant difference existed between the number of athletes using the whirlpool and the presence of Staphylococcus aureus in and around the whirlpools (F(2,238) = 2.445, P = .007). However, Staphylococcus aureus was identified regardless of whether multiple athletes used a whirlpool or no athletes used a whirlpool. We did not identify a relationship between the number of athletes who used a whirlpool and Staphylococcus aureus or MRSA density (P = .134). Staphylococcus aureus and MRSA were identified in and around the whirlpools. Transmission of the bacteria can be reduced by following the cleaning and disinfecting protocols recommended by the Centers for Disease Control and Prevention. Athletic trainers should use disinfectants registered by the Environmental Protection Agency to sanitize all whirlpools between uses.

The educational experiments of school health promotion for the youth in Japan: analysis of the 'sport test' over the past 34 years.

PubMed

Shingo, Noi; Takeo, Masaki

2002-06-01

The objective of this study was to analyze independently the results of a 'sport test' that had been conducted in Japanese schools for 34 years without interruption, and to examine how physical education in Japanese schools affects health promotion in youths and what problems remain to be solved. The source of materials for the present study were the Annual Reports on the Survey of Physical Fitness and Athletic Ability for the period 1965-1998, published by the Ministry of Education, Science, Sports and Culture. Means and standard deviations of total scores from physical fitness and athletic ability tests in 11-year-olds (6th graders in elementary school), 14-year-olds (3rd graders in junior high school) and 17-year-olds (3rd graders in senior high school) were analyzed. The results of this study suggest that the trends of changes in mean score and coefficient of variation (CV) for physical fitness and athletic ability in Japanese youths are associated with the outcome of physical training through physical education in school, as well as the effect of the media--mainly television and television games. (1) The increase in mean scores and the decrease in CV observed from 1964 to the first half of the 1970s were probably due to the positive influence of the Guideline for Teaching. This guideline emphasized a systematic approach to athletic techniques, together with active practice of physical fitness training in schools, under the directives of the Boards of Education in response to the social 'Physical Fitness Campaign' policy at that time. (2) The leveling off of mean scores and CVs observed from the early half of the 1970s to the later half of the 1980s might be a result of the invasion of television into Japanese family life. (3) The decrease in mean scores and increase in CV observed since the later half of the 1980s were assumed to be caused by the negative influence of a Guideline for Teaching characterized by the key words 'Physical Education for More Pleasure' and a steep increase in the number of television games. (4) In terms of methodology, analyzing not only the mean scores but also the CV probably provided a more accurate evaluation of the outcome of health promotion in youths. In conclusion, strategies for health promotion in youths, especially for proper nurturing of physical fitness and athletic ability, should include not only delivery of physical fitness training in schools, but also continuous monitoring of multiple indicators, and ensuring proper 'Learning of the Body'. The latter should include providing learning opportunities centering on the 'body' (not the 'body' for the sake of labour or military manpower, but one's own 'body' per se); guiding young people to recognize the states of their own body and physical fitness, and to understand how they can be improved. To be effective in implementation, the need to increase the number of professional teachers in physical education should be examined. All possible opportunities should also be taken to inform youths of the negative effects of television and television games, and to encourage them to spend less time on these and more time being physically active from the moment they arise.

Total Energy Expenditure, Energy Intake, and Body Composition in Endurance Athletes Across the Training Season: A Systematic Review.

PubMed

Heydenreich, Juliane; Kayser, Bengt; Schutz, Yves; Melzer, Katarina

2017-12-01

Endurance athletes perform periodized training in order to prepare for main competitions and maximize performance. However, the coupling between alterations of total energy expenditure (TEE), energy intake, and body composition during different seasonal training phases is unclear. So far, no systematic review has assessed fluctuations in TEE, energy intake, and/or body composition in endurance athletes across the training season. The purpose of this study was to (1) systematically analyze TEE, energy intake, and body composition in highly trained athletes of various endurance disciplines and of both sexes and (2) analyze fluctuations in these parameters across the training season. An electronic database search was conducted on the SPORTDiscus and MEDLINE (January 1990-31 January 2015) databases using a combination of relevant keywords. Two independent reviewers identified potentially relevant studies. Where a consensus was not reached, a third reviewer was consulted. Original research articles that examined TEE, energy intake, and/or body composition in 18-40-year-old endurance athletes and reported the seasonal training phases of data assessment were included in the review. Articles were excluded if body composition was assessed by skinfold measurements, TEE was assessed by questionnaires, or data could not be split between the sexes. Two reviewers assessed the quality of studies independently. Data on subject characteristics, TEE, energy intake, and/or body composition were extracted from the included studies. Subjects were categorized according to their sex and endurance discipline and each study allocated a weight within categories based on the number of subjects assessed. Extracted data were used to calculate weighted means and standard deviations for parameters of TEE, energy intake, and/or body composition. From 3589 citations, 321 articles were identified as potentially relevant, with 82 meeting all of the inclusion criteria. TEE of endurance athletes was significantly higher during the competition phase than during the preparation phase (p < 0.001) and significantly higher than energy intake in both phases (p < 0.001). During the competition phase, both body mass and fat-free mass were significantly higher compared to other seasonal training phases (p < 0.05). Limitations of the present study included insufficient data being available for all seasonal training phases and thus low explanatory power of single parameters. Additionally, the classification of the different seasonal training phases has to be discussed. Male and female endurance athletes show important training seasonal fluctuations in TEE, energy intake, and body composition. Therefore, dietary intake recommendations should take into consideration other factors including the actual training load, TEE, and body composition goals of the athlete.

Many non-elite multisport endurance athletes do not meet sports nutrition recommendations for carbohydrates.

PubMed

Masson, Geneviève; Lamarche, Benoît

2016-07-01

Little is known regarding the dietary intake of non-elite athletes involved in multisport endurance events. The primary objective of this observational study was to characterize the dietary intake of non-elite athletes participating in winter triathlon (snowshoeing, skating, and cross-country skiing), winter pentathlon (winter triathlon sports + cycling and running), Ironman (IM: swimming, cycling, running), and half-distance Ironman (IM 70.3) in relation with current sports nutrition recommendations. A total of 116 non-elite athletes (32 women and 84 men) who had participated in one of those events in 2014 were included in the analyses. Usual dietary intake was assessed using a validated online food frequency questionnaire. Participants (22-66 years old) trained 14.8 ± 5.3 h/week, on average (±SD). Only 45.7% [95% confidence interval, 36.4%-55.2%] of all athletes reported consuming the recommended intake for carbohydrates, with the highest proportion (66.7%) seen in IM athletes. On the other hand, 87.1% [79.6%-92.6%] of all athletes reported consuming at least 1.2 g protein·kg(-1)·day(-1), while 66.4% [57.0%-74.9%] reported consuming more than 1.6 g protein·kg(-1)·day(-1). The proportion of athletes consuming the recommended amount of protein was highest (84.6%) among IM athletes. There was no difference in the proportion of athletes achieving the recommended carbohydrate and protein intakes between men and women. These findings suggest that many non-elite multisport endurance athletes do not meet the current recommendations for carbohydrates, emphasizing the need for targeted nutritional education. Further research is needed to examine how underreporting of food intake may have affected these estimates.

Mental Training for the Distance Athlete: "The Running Values Auction"

ERIC Educational Resources Information Center

Osteen, Deborah E.; Phillips, Dennis

2006-01-01

Coaches and sports psychologists often say that it is the mind that controls the body, and that once a race begins, it is 90 percent mental and 10 percent physical training. Teaching young athletes to use mental strategies is a skill they will continue to use throughout their athletic career, and best of all, throughout their everyday lives, even…

Take a Page from Your Coach's Play Book: Teaching Technical and Tactical Skills in Athletic Training

ERIC Educational Resources Information Center

Hawkins, Jeremy R.; Sharp, Elizabeth B.; Williams, Skip M.

2015-01-01

Context: The ability to demonstrate sound clinical reasoning is needed for a practicing athletic trainer. However, instruction on how to make a correct clinical decision may be deficient in many athletic training programs. Objective: To provide an overview of how to teach technical and tactical skills, using both a tradition and a nontraditional…

Ambient Intelligence Systems for Personalized Sport Training

PubMed Central

Vales-Alonso, Javier; López-Matencio, Pablo; Gonzalez-Castaño, Francisco J.; Navarro-Hellín, Honorio; Baños-Guirao, Pedro J.; Pérez-Martínez, Francisco J.; Martínez-Álvarez, Rafael P.; González-Jiménez, Daniel; Gil-Castiñeira, Felipe; Duro-Fernández, Richard

2010-01-01

Several research programs are tackling the use of Wireless Sensor Networks (WSN) at specific fields, such as e-Health, e-Inclusion or e-Sport. This is the case of the project “Ambient Intelligence Systems Support for Athletes with Specific Profiles”, which intends to assist athletes in their training. In this paper, the main developments and outcomes from this project are described. The architecture of the system comprises a WSN deployed in the training area which provides communication with athletes’ mobile equipments, performs location tasks, and harvests environmental data (wind speed, temperature, etc.). Athletes are equipped with a monitoring unit which obtains data from their training (pulse, speed, etc.). Besides, a decision engine combines these real-time data together with static information about the training field, and from the athlete, to direct athletes’ training to fulfill some specific goal. A prototype is presented in this work for a cross country running scenario, where the objective is to maintain the heart rate (HR) of the runner in a target range. For each track, the environmental conditions (temperature of the next track), the current athlete condition (HR), and the intrinsic difficulty of the track (slopes) influence the performance of the athlete. The decision engine, implemented by means of (m, s)-splines interpolation, estimates the future HR and selects the best track in each fork of the circuit. This method achieves a success ratio in the order of 80%. Indeed, results demonstrate that if environmental information is not take into account to derive training orders, the success ratio is reduced notably. PMID:22294931

[The influence of vibration training in combination with general magnetotherapy on dynamics of performance efficiency in athletes].

PubMed

Mikheev, A A; Volchkova, O A; Voronitskiĭ, N E

2010-01-01

The objective of this study was to evaluate effects of a combined treatment including vibrostimulation and magnetotherapy on the working capacity of athletes. Participants of the study were 8 male judo wrestlers. It was shown that implementation of a specialized training program comprising seances of vibration loading and general magnetotherapy 40 and 60 min in duration respectively during 3 consecutive days produced marked beneficial effect on the hormonal status of the athletes. Specifically, the three-day long treatment resulted in a significant increase of blood cortisol and testosterone levels considered to be an objective sign of improved performance parameters in athletes engaged in strength and speed sports. The optimal length of vibration training during 3 days of specialized training is estimated at 20 to 40 minutes supplemented by general magnetotherapy for 60 minutes.

Dietary protein for athletes: from requirements to optimum adaptation.

PubMed

Phillips, Stuart M; Van Loon, Luc J C

2011-01-01

Opinion on the role of protein in promoting athletic performance is divided along the lines of how much aerobic-based versus resistance-based activity the athlete undertakes. Athletes seeking to gain muscle mass and strength are likely to consume higher amounts of dietary protein than their endurance-trained counterparts. The main belief behind the large quantities of dietary protein consumption in resistance-trained athletes is that it is needed to generate more muscle protein. Athletes may require protein for more than just alleviation of the risk for deficiency, inherent in the dietary guidelines, but also to aid in an elevated level of functioning and possibly adaptation to the exercise stimulus. It does appear, however, that there is a good rationale for recommending to athletes protein intakes that are higher than the RDA. Our consensus opinion is that leucine, and possibly the other branched-chain amino acids, occupy a position of prominence in stimulating muscle protein synthesis; that protein intakes in the range of 1.3-1.8 g · kg(-1) · day(-1) consumed as 3-4 isonitrogenous meals will maximize muscle protein synthesis. These recommendations may also be dependent on training status: experienced athletes would require less, while more protein should be consumed during periods of high frequency/intensity training. Elevated protein consumption, as high as 1.8-2.0 g · kg(-1) · day(-1) depending on the caloric deficit, may be advantageous in preventing lean mass losses during periods of energy restriction to promote fat loss.

High-intensity interval training and athletic performance in Taekwondo athletes.

PubMed

Monks, Lynne; Seo, Myong-Won; Kim, Hyun-Bae; Jung, Hyun C; Song, Jong K

2017-10-01

The purpose of this study was to determine the effects of high-intensity interval training (HIIT) on athletic performance in Taekwondo athletes. Thirty-three male and female collegiate Taekwondo athletes were randomly divided into a HIIT group (N.=16) or a high-intensity continuous running (HICR) group (N.=17). The HIIT group undertook training of high-intensity sprints interspersed with active rest periods whilst the HICR group participated in high-intensity running for a continuous period. Both groups completed 11 sessions over 4 weeks. Physique, body composition, Wingate anaerobic test and VO2max test were measured. The vertical jump test, agility T-test and sit-ups were used to assess physical fitness. Repeated measures ANCOVAs with sex as a covariate were applied and significant level was set at 0.05. Following 11 sessions of training, significant improvements in anaerobic peak power (P<0.05), relative peak power (P<0.05), and mean power (P<0.05) were observed only in HIIT group compared to HICR group. A greater improvement of aerobic capacity was observed in HIIT group (8.8%) compared to the HICR group (1.7%). In relation to physical fitness, the HIIT group improved in the vertical jump while the HICR group did not change. Both the HIIT and HICR groups showed greater improvements in T-test and sit-ups during the intervention period. This study shows the effectiveness of eleven sessions of HIIT in producing significant improvements in anaerobic capacity relevant to successful Taekwondo competition performance in collegiate Taekwondo athletes. This could inform the future planning of Taekwondo athletes' pre-competition training, specifically the influence of training intensity on anaerobic capacity.

Perceptions of Workplace Bullying Among Athletic Trainers in the Collegiate Setting

PubMed Central

Weuve, Celest; Pitney, William A.; Martin, Malissa; Mazerolle, Stephanie M.

2014-01-01

Context: Bullying has received a vast amount of attention in the recent past. One form of bullying, workplace bullying (WPB), has been a substantial concern explored in many health professions that can negatively influence a health care provider's role in an organization. To date, however, WPB has not been investigated in athletic training contexts. Objective: To examine the perceptions of certified athletic trainers who experienced or witnessed WPB during employment in the collegiate setting. Design: Qualitative study. Setting: College or university. Patients or Other Participants: Fifteen athletic trainers (7 women, 8 men) with an average age of 42 ± 12 years. Data Collection and Analysis: Data were collected via semistructured, in-depth phone interviews or asynchronous online interviews. Data were analyzed using an inductive content analysis. Trustworthiness was established with member checks and peer debriefing. Results: Four themes emerged from the analysis: (1) antecedents of WPB, (2) consequences of WPB, (3) coping with WPB, and (4) lack of workplace environment training. The antecedents of WPB involved the bully's personality and perceptions of the athletic training profession as well as environmental factors including the pressure to win and a lack of administrative support. The consequences of WPB included increased stress, feelings of inadequacy, and increased distrust. Individuals coped with WPB by relying on emotional resilience and avoidance. A final theme, lack of workplace environment training, revealed that little attention was given to interpersonal issues and WPB in the workplace. Conclusions: Workplace bullying incidents occur when administrators tolerate bullying behaviors from controlling and manipulative individuals who lack respect for the athletic training professional. Several negative outcomes result from bullying interactions, including stress and anxiety; WPB is dealt with by learning to be more emotionally resilient and avoiding confrontations. Workplace training is needed to prepare athletic trainers for such negative experiences. PMID:25098658

Perceptions of workplace bullying among athletic trainers in the collegiate setting.

PubMed

Weuve, Celest; Pitney, William A; Martin, Malissa; Mazerolle, Stephanie M

2014-01-01

Bullying has received a vast amount of attention in the recent past. One form of bullying, workplace bullying (WPB), has been a substantial concern explored in many health professions that can negatively influence a health care provider's role in an organization. To date, however, WPB has not been investigated in athletic training contexts. To examine the perceptions of certified athletic trainers who experienced or witnessed WPB during employment in the collegiate setting. Qualitative study. College or university. Fifteen athletic trainers (7 women, 8 men) with an average age of 42 ± 12 years. Data were collected via semistructured, in-depth phone interviews or asynchronous online interviews. Data were analyzed using an inductive content analysis. Trustworthiness was established with member checks and peer debriefing. Four themes emerged from the analysis: (1) antecedents of WPB, (2) consequences of WPB, (3) coping with WPB, and (4) lack of workplace environment training. The antecedents of WPB involved the bully's personality and perceptions of the athletic training profession as well as environmental factors including the pressure to win and a lack of administrative support. The consequences of WPB included increased stress, feelings of inadequacy, and increased distrust. Individuals coped with WPB by relying on emotional resilience and avoidance. A final theme, lack of workplace environment training, revealed that little attention was given to interpersonal issues and WPB in the workplace. Workplace bullying incidents occur when administrators tolerate bullying behaviors from controlling and manipulative individuals who lack respect for the athletic training professional. Several negative outcomes result from bullying interactions, including stress and anxiety; WPB is dealt with by learning to be more emotionally resilient and avoiding confrontations. Workplace training is needed to prepare athletic trainers for such negative experiences.