Author: Publisher:
ISBN:
Category : Athletic trainers
Languages : en
Pages :
Book Description
A Qualitative Assessment of Program Coherence in a CAAHEP-accredited Athletic Training Education Program
Author: Program Assessment Practices Utilized by Program Directors of CAAHEP Accredited Athletic Training Education Programs
Author: Bernadette L. OlsonPublisher:
ISBN:
Category : Physical education and training
Languages : en
Pages : 270
Book Description
Implementation of Curricular Reform in Athletic Training Education
Author: Paul Hajime AlvarezPublisher:
ISBN:
Category : Athletic trainers
Languages : en
Pages : 688
Book Description
Perceived Impact on Impending Commission on Accreditation of Allied Health Education Programs on National Collegiate Athletic Association College and Unviversity Athletic Training Education Programs
Author: Angela Kamari SehgalPublisher:
ISBN:
Category : Accreditation (Education)
Languages : en
Pages : 502
Book Description
The Effectiveness of an Entry-level Education on Professional Preparedness in Recently Graduated Certified Athletic Trainers of CAAHEP-accredited Athletic Training Education Programs Based on the Athletic Training Clinical Proficiencies
Author: Stephanie L. LudtkePublisher:
ISBN:
Category : Athletic trainers
Languages : en
Pages : 92
Book Description
Educational Backgrounds and Teaching Styles of Athletic Training Educators in Entry-level CAAHEP Accredited Athletic Training Programs
Author: Valerie J. RichPublisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
ABSTRACT: The purpose of this study was to describe the educational backgrounds and teaching styles of athletic training educators and to see if a relationship existed between educational backgrounds and teaching styles. An electronic survey was e-mailed to 338 Program Directors of CAAHEP accredited undergraduate and graduate athletic training education programs. The survey was also posted on the athletic training educator's listserv to recruit more participants. The survey contained questions regarding demographics and educational history, as well as the Teaching Styles Inventory (Grasha, 2002). A total of 198 athletic training educators responded to the survey, and 174 filled out the survey in its entirety. An overwhelming majority of the participants were White (98%) and about 50% were male or female. Over half of the participants were program directors (59%) and 38% were at the assistant professor rank. Thirty-one percent were currently employed at a liberal arts institution. Most were employed in a College of Education (36%), working in a department of health, physical education, and recreation (25%). These athletic training educators had diverse educational backgrounds. A Bachelor of Science degree had been awarded to 78% of the respondents, and 33% of the Bachelor's degrees were in physical education. Forty-five percent did not have a minor degree. At the master's level, most of the degrees that had been awarded were Master's of Science (63%) and 23% were in athletic training/sports medicine. Most of the participants did not hold a post-graduate level degree (37%). Of those with a post-graduate degree, 27% held a Doctorate of Philosophy. Nine percent were in curriculum and instruction. On average, athletic training educators had been teaching for 8 years, had completed 8 courses in pedagogy, and had attended 8 workshops that were based on improving pedagogical practices. The predominant teaching style among athletic training educators was personal model (50%). Surprisingly, none of the participants had a delegator teaching style as their predominant style. The results of the MANOVA suggested that a significant relationship did not exist between educational backgrounds and teaching styles among these athletic training educators.
CAAHEP Accredited and Candidacy Athletic Training Program Clinical Instructors' Pedagogic Background as a Predictor of Initial Success on the National Athletic Trainers' Association Board of Certification Examination
Author: Bradley K. AdamsPublisher:
ISBN:
Category : Athletic trainers
Languages : en
Pages : 82
Book Description
Transitioning Between the Requirements of Accrediting Bodies in Athletic Training Education Programs
Author: Jennifer Ann-Schultheis O'DonoghuePublisher:
ISBN:
Category : Accreditation (Education)
Languages : en
Pages : 622
Book Description
Athletic training education accreditation recently transitioned from the Commission on Accreditation of Allied Health Education Programs (CAAHEP) to the newly established independent accrediting agency: the Commission on Accreditation of Athletic Training Education (CAATE). The purpose of this case study was to utilize Western Michigan University's Undergraduate Athletic Training Education Program (WMU-ATEP), as an illustrative case, to examine and evaluate the effort and structural, curricular, human, and financial resources necessary to satisfy the requirements of the 2005 CAATE Standards for the Accreditation of Entry-Level Athletic Training Education Programs and Comprehensive Review for Accreditation Process when it transitioned from the 2001 CAAHEP Accreditation Standards and Guidelines and Accreditation Process for Educational Programs in Athletic Training . The case study then evaluated if the requirements for satisfying the 2005 CAATE Accreditation Standards and Process allowed for more flexibility, efficiency, promotion of professionalism, or the development of collegial relationships. This research project was a case study that adopted an evaluative form of qualitative methodology. The data were collected through the techniques of content analysis, document evaluation, personal correspondence, and inquiry. The qualitative researcher was also the Program Director of the WMU-ATEP. The researcher was therefore a participant-observer and primary instrument for data collection and analysis. The major findings of the 122 areas evaluated found that 95 of the 2005 CAATE Accreditation Sections, Sub-sections, Standards, Sub-standards, and Sub-section Standards were categorized as providing efficiency; 26 provided more flexibility; 58 promoted professionalism; and 21 assisted in developing collegial relationships. The comparison of the Accreditation Processes yielded findings that the two did not provide for an immense variation. Overall, the CAATE Accreditation Process was found to be more efficient than the CAAHEP Accreditation Process and removed unimportant steps and the collection of unnecessary information. Accreditation studies have focused predominantly on the categories, purposes, providing agencies, and necessity. The findings of this case study added to the literature by serving as an example and providing a basis for other ATEPs to understand the effort and resources required in satisfying the requirements of the CAATE Accreditation Standards and the Process brought upon by the transition from the previous recognized accreditor.
A Survey Investigation of University Program Directors, in the United States, on the Educational Coursework and Clinical Competencies of Undergraduate Athletic Training Students in Their CAAHEP Accreditation Programs Related to the Psychological Aspects of Athletic Training
Author: Eric DybvigPublisher:
ISBN:
Category : College athletes
Languages : en
Pages : 184
Book Description
Institutional Barriers in Obtaining CAAHEP Accreditation
Author: Jenny ToonstraPublisher:
ISBN:
Category : Accreditation (Education)
Languages : en
Pages : 0
Book Description
As the impending date draws near for all athletic training education programs (ATEP) to become accredited through the Commission on Accreditation of Allied Health Education Programs (CAAHEP), the decision to develop an ATEP must take into consideration any institutional factors that may impede the process of meeting CAAHEP guidelines. The purpose of this study was to identify institutional barriers in obtaining CAAHEP accreditation. Barriers investigated included size of the institution, athletic affiliation, facility and financial barriers, and Carnegie Classification. An on-line survey was sent to 420 program directors and/or head athletic trainers representing randomly selected NCAA Division I, II, III, and NAIA institutions. Seventy-seven subjects participated in the study resulting in a response rate of 18.3%. An examination of the results indicated that the most prevalent barriers included faculty/staff salaries and inadequate classroom/lab space. A relationship existed between the Carnegie Classification of the institution as well as the athletic affiliation of the institution and the decision not to seek/retain accreditation. It can be concluded that failure to develop an accredited ATEP is determined by institutional commitment to a liberal arts philosophy and the athletic affiliation of the institution.