An Exploratory Investigation of Grit and Its Relationship to Student Integration in Athletic Training Education Programs PDF Download

Author: Carlos Jose Gual
Publisher:
ISBN:
Category :
Languages : en
Pages : 129

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Book Description
Students must enroll in rigorous accredited academic programs and pass the National Board of Certification (BOC) examination to become athletic trainers. Therefore, studies in athletic training and student achievement focus on student persistence/retention and BOC Examination pass rates. The majority of studies conclude that cognitive measures like grade point average (GPA) have a relationship with both retention and exam pass rates. However, research should also consider meta-cognitive factors (i.e., personality traits). The purpose of this study was to examine the relationship between athletic training students’ grit (a metacognitive factor) and their academic, clinical, and social integration. The population for this study was athletic training students in a professional athletic training program in Florida. The study reported a correlational analysis to determine the relationship between grit and student integrations. Analysis of the data failed to find a statistically significant relationship between grit and student integration. However, further research with a larger sample size could identify the correlation between grit and student integration. A relationship between grit and student integration can affect three components of athletic training education: program admissions, clinical placements, and student advising.

Author: Heather Hartsell
Publisher:
ISBN:
Category : College dropouts
Languages : en
Pages : 290

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Book Description
This study was designed to examine the factors that contribute to student persistence into athletic training education programs (ATEPs). The researcher also gauged prospective athletic training students' perceptions on experiences that contributed to their decision to either apply or not apply to ATEPs. -- Invited study participants included all freshmen prospective athletic training students who were enrolled in the Athletic Training Introductory course/s at three participating CAATE-accredited ATEPs with a secondary admissions process occurring in the fall. Contact persons from each ATEP were e-mailed a study introduction letter and asked to e-mail a student letter with a survey link to students in introductory course/s. The researcher merged two retention theories and developed a survey to gather data with regards to how program attributes, social, academic, clinical integration, and program commitment affect student persistence. Additionally, the survey included demographic items. The researcher also conducted semi-structured interviews with contact persons from each ATEP and gathered institution demographics, program demographics, and program attributes. Mann Whitney U tests were conducted to determine if differences among group responses existed. Spearman Rho correlation analyses were utilized to determine relationships between each independent variable (i.e., academic, social, clinical integration, program attributes, and program commitment) and each group (i.e., persisters and non-persisters). Establishing correlation significance allowed for the application of Binary Logistic Regression analysis to seek predictive variables. All qualitative responses provided in the survey data were coded utilizing an interpretive method of data coding. Overall descriptive statistics were computed on all survey items. -- With the results of this study, it was established that both a difference and relationship existed between each group and student persistence with Mann Whitney U and Spearman Rho correlations demonstrating significant results. Binary Logistic regression analysis did not yield predictive variables. The greatest correlation existed between program commitment and persistence. These findings suggested that strong program commitment is more influential in persistence than other variables. Qualitative results revealed that persisters and non-persisters manage the pre-application period differently, resulting in either persistence or non-persistence. Additionally, the rapport between athletes and athletic trainers serving as preceptors, the relationships between prospective athletic training students and athletic training students, and the mentorship displayed by athletic training students were all contributors to persistence.

Author: Sara Lynn Nottingham
Publisher:
ISBN: 9781124682884
Category : Athletic trainers
Languages : en
Pages : 217

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Book Description
Feedback has been established as an important educational tool in athletic training clinical education. However, there is currently minimal understanding of the feedback provided during athletic training clinical education experiences. The purpose of this study was to examine the characteristics of feedback in athletic training clinical education, in addition to perceptions of and influences on the feedback that is occurring. Exploratory, qualitative methods primarily drawing from a case-study design were used to investigate this topic. Four clinical instructors (ci) and four second-year athletic training students from one CAATE-accredited entry-level master's athletic training program participated in this study. Two CIs were located in a Division 1 collegiate athletics setting and the other two CIs were located in an outpatient rehabilitation clinic. The researcher observed and audio recorded each CI-student pair during their normal daily interactions for three or four days of the student's clinical rotation. After observations were completed, each participant was interviewed individually to gain understanding of their perceptions of feedback and influential factors on feedback. A total of 88 feedback exchanges were recorded during 45 hours and 10 minutes of observation. CIs generally provided feedback that coincides with recommendations for effective feedback in the literature, including immediate, specific, and positive feedback. CIs and students had similar perceptions of the feedback that occurred during their interactions and had similar opinions of what is considered ideal feedback, including immediate, specific, verbal, and positive. Both CIs and students also described that several factors influence their feedback exchanges, including availability of time, personalities, and the patient. The findings of this study provide insight on the feedback that is currently occurring in athletic training clinical education. Athletic training educators can use this information when training CIs how to provide feedback to students, in addition to evaluating their effectiveness. The exploratory nature of this study also exposes several areas where further research is needed. Investigators need to continue examining the feedback that is occurring across several athletic training programs, in addition to learning more about the effectiveness of feedback training programs, the unique challenges faced by novice CIs, and the extent that personality, time, and the patient influence student learning. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].

Author: Robert Charles Sipes
Publisher:
ISBN:
Category : Physical education and training
Languages : en
Pages : 216

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Book Description
Critical thinking has been a component of modern education for most of the past century regardless of the discipline. Athletic training education is a much more youthful field, specifically with regards to the amount of research available. One area of athletic training education that has not yet been analyzed to a great extent is the importance of critical thinking. Critical thinking has been described by many to involve skills or abilities as well as dispositions or traits that underlie the ability to use the skills. The purpose of this research is to investigate whether critical thinking dispositions are important to success in athletic training; meaning, is a student who is predisposed to think critically more successful in an athletic training education program and on the national athletic training BOC examination? This study investigated 16 (9 male and 7 female) athletic training students at a large, public Midwestern university with a CAATE-accredited athletic training education program. The project followed the same group of students through the athletic training education program with a longitudinal pretest/posttest research design. The data were analyzed using t-tests, ANOVAs, correlations, and regression analysis to determine that critical thinking dispositions did not have an impact on success in athletic training education programs or on the BOC exam, but rather that systematicity was a disposition common in those that failed the BOC examination. The CCTDI measures were found to be relatively stable over time in the athletic training education program, but there was a statistically significant difference in the truthseeking subscale mean from pretest to posttest (t=2.32, p=.035). Females scored significantly higher than males on the maturity and openmindedness dispositional subscales in both the pretest and posttest CCTDI administrations. More research must be done on the relationship of critical thinking measures in athletic training education to determine the best method of assessment.

Author: Roko Dominovic
Publisher:
ISBN:
Category : College sports
Languages : en
Pages : 72

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Book Description
This study examines grit in student-athletes and its connection to sport-confidence and motivation. The research hypothesis states a positive correlation between grit, internal regulations of motivation, and sport-confidence; negative correlations between external regulations of motivation and amotivation.

Author: Joseph Dante Susi
Publisher:
ISBN:
Category : Athletic trainers
Languages : en
Pages : 404

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Author: Kevin F. Rooney
Publisher:
ISBN:
Category : Athletic trainers
Languages : en
Pages : 278

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Book Description
Athletic trainers work in clinical settings such as secondary schools, colleges and universities, sports medicine clinics, professional sports, hospitals, and other healthcare environments. However, with the rapid expansion of athletic training education programs (ATEP) over the years, another role for the athletic trainer has developed, the athletic trainer educator. Consequently, it is currently becoming increasingly apparent that athletic trainers must also be equipped with the knowledge and expertise to teach, mentor, and train the future generations of certified athletic trainers within the classroom. Recently, researchers (Hertel et al., 2001; Craig, 2006; Rich, 2009) have argued that athletic training instructors lack the necessary pedagogical knowledge to be more effective instructors. However, athletic training education is a unique environment that provides both a wealth of content knowledge and many opportunities for students and professionals to engage in inquiry, action, interaction, mentoring, and reflection. Does the athletic training environment provide informal opportunities for students and instructors to gain pedagogical expertise? To learn more about instructors' preparation for teaching, this dissertation explored athletic training instructors perceived preparedness for teaching in an ATEP. This study used a mixed methods research approach through a self-developed and pre-piloted electronic questionnaire. The approach consisted of collecting and analyzing scalable quantitative and qualitative data as well as written narrative qualitative responses from 364 participants currently teaching within an ATEP. In addition, quantitative data was collected from ATEP program directors regarding their perceptions of pedagogy on instructor preparation and its place within athletic training (AT) education. Through the study's findings, it became evident that instructors' perceived preparedness for teaching is explained by several theories of learning, such as the mentor/protege model of learning, experiential learning theory, and social learning theory. Demonstrated by their actions, attitudes, and beliefs, participants placed high value on pedagogy, its importance on effective teaching, and its place within AT education. Furthermore, from within athletic training's unique clinical field and classroom settings, participants demonstrated how each environment provided them with their perceived foundations for teaching within an ATEP. Despite these findings, formal pedagogical preparation and its place within athletic training curricula needs further exploration. -- Abstract.

Author: Courtney M. Lewis
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 159

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Book Description
The purpose of this study was to understand how students experience the clinical component of their preparation and the phenomenon of integration. Integration is the application of scientific content knowledge into a setting that reflects the real world of practice. Within the athletic training literature, this concept of integration, or the bridging of didactic and clinical preparation, is often referred to as clinical integration. The concept of integration has been studied, but unfortunately, it has not been studied from the perspective of athletic training students. My goal was to conduct a qualitative research study using phenomenological research methods to understand how athletic training students experienced integration. My unit of analysis for this research was seven athletic training students. I interviewed each participant to gain an understanding of his/her lifeworld and to understand three research questions. How do students experience and understand their didactic preparation? How do students experience and understand their clinical preparation? How do students experience and understand the connection between their didactic and clinical preparation? Participants valued relationships formed in the classroom with their peers, and relationships formed at their clinical sites with their patients, and most notably, with their preceptors. This study found the essence of the concept of clinical integration is actually seeing in the real world that you know. When students are given the opportunity to try it out, the explicit knowledge becomes tacit through the adaptation of their reflective skills.

Author: Sarah Myers
Publisher:
ISBN:
Category : Athletics
Languages : en
Pages : 0

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Book Description
Context. An understanding of valuable as well as ineffective learning experiences from the perspective of the professional masters (PM) athletic training student and how their level of development connects to these perceptions is needed to continue to encourage growth in the adult learner, a new type of scholar in many athletic training education programs (ATP). Objective. Develop an understanding about the learning experiences that resonate positively and negatively with second year PM athletic training students, both in the classroom as well as in their clinical education. Create a theory about developmental level and perceptions of learning. Design. Exploratory, qualitative using a general inductive approach and aspects of grounded theory. Setting. Division 1 CAATE athletic training programs. Participants. 12 participants (9 female, 3 male; 24 2 years old). Data Collection and Analysis. Participants engaged in a semi-structured video conference interview. Data were analyzed using aspects of general inductive approach and grounded theory to evaluate the raw data from the interviews. Reaching data saturation, peer review, and member checks were used to establish credibility. Results. The valuable learning experience needed to prepare masters level athletic training students for educational success is the clinical experience which offers opportunities to practice autonomy and hands-on learning. Two main categories emerged from the data describing negative or ineffective aspects of learning: course design and educator effectiveness. From a developmental perspective, participants exhibited meaning making in two distinct ways: external guidance and transformative learning experiences. The developmentally effective experience that was the catalyst for deeper meaning making was the clinical experience. Conclusion. Athletic training students highly value aspects of their education best delivered in a clinical setting but do not value all aspects of their education, especially those delivered in a traditional didactic setting. Educators should seek opportunities to fine tune their course design and find ways to increase effectiveness as educators. Additionally, considerations regarding the developmental level of students should be made by instructors when creating effective learning experiences.

Author: Katarrii U. Donald
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 420

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Book Description
ABSTRACT: This quantitative study sought to determine the relationship between high school coaches' leadership behaviors and their athletes' self-efficacy and grit. Specifically, this study sought to determine whether the training and instructions, democratic behavior, autocratic behavior, social support, or positive feedback of a coach impacted a student-athletes' self-efficacy and grit. This research also explored whether ethnicity and gender influenced perceptions. Survey data were collected from 378 former high school athletes from a public university in a rural areas in the southerner portion of the United States and 197 responded. Findings indicated that student-athletes' perceptions of their former high school coaches ' leadership behaviors did influence their self-efficacy and grit. In addition, the findings also indicated student-athletes' perceptions of coaches' leadership behaviors were also influenced by the students' ethnicity or gender. Implication for practice highlighted the importance of the student-athlete and coach relationship and how this relationship can impact student-athlete self-efficacy and grit.