Organizational Expectations Regarding Documentation Practices in Athletic Training.

CONTEXT: Although guidance is available, no nationally recognized standard exists for medical documentation in athletic training, leaving individual organizations responsible for setting expectations and enforcing policies. Previous research has examined clinician documentation behaviors; however, the supervisor's role in creating policy and procedures, communicating expectations, and ensuring accountability has not been investigated. OBJECTIVE: To investigate supervisor practices regarding support, hindrance, and enforcement of medical documentation standards at an individual organization level. DESIGN: Mixed-methods study. SETTING: Online surveys and follow-up interviews. PATIENTS OR OTHER PARTICIPANTS: We criterion sampled supervising athletic trainers (n = 1107) in National Collegiate Athletic Association member schools. The survey collected responses from 64 participants (age = 43 ± 11 years; years of experience as a supervisor = 12 ± 10; access rate = 9.6%; completion rate = 66.7%), and 12 (age = 35 ± 6 years; years of experience as a supervisor = 8 ± 5) participated in a follow-up interview. DATA COLLECTION AND ANALYSIS: We used measures of central tendency to summarize survey data and the consensual qualitative research approach with a 3-person data analysis team and multiphase process to create a consensus codebook. We established trustworthiness using multiple-analyst triangulation, member checking, and internal and external auditing. RESULTS: Fewer than half of supervisors reported having formal written organization-level documentation policies (n = 45/93, 48%) and procedures (n = 32/93, 34%) and an expected timeline for completing documentation (n = 24/84, 29%). Participants described a framework relative to orienting new and existing employees, communicating policies and procedures, strategies for holding employees accountable, and identifying purpose. Limitations included lack of time, prioritization of other roles and responsibilities, and assumptions of prior training and record quality. CONCLUSION: Despite a lack of clear policies, procedures, expectations, prioritization, and accountability strategies, supervisors still felt confident in their employees' abilities to create complete and accurate records. This highlights a gap between supervisor and employee perceptions, as practicing athletic trainers have reported uncertainty regarding documentation practices in previous studies. Although supervisors perceive high confidence in their employees, clear organization standards, employer prioritization, and mechanisms for accountability surrounding documentation will result in improved patient care delivery, system outcomes, and legal compliance.

The effects of interpersonal development programmes with sport coaches and parents on youth athlete outcomes: A systematic review and meta-analysis.

Interpersonal coach-and parent development programmes (CDP and PDP, respectively), have the goal to foster positive youth sport experiences through high-quality relations between coaches, parents, and youth athletes. In this paper we systematically reviewed the extant literature and estimate the overall magnitude of such programmes and how they can inform future interventions. Specifically, we aimed to: (a) conduct a systematic review on the literature of interpersonal CDPs and PDPs within the youth sport context; (b) examine the effects of such interventions on youth athlete outcomes via a meta-analysis. English written peer-reviewed publications and grey literature was identified through electronic search in databases and manual searches of reference lists. By utilising a priori criteria for inclusion and exclusion, 33 studies describing interpersonal CDPs, and PDPs were identified in the systematic review. Studies that presented required data for estimation of Hedge's g effect sizes were included in the meta-analysis (k = 27). By and large, the included studies used a quasi-experimental design (58%), sampled from team sports (79%), and reported several delivery methods (e.g., workshops, audio feedback, observations, peer group discussions) and outcome measures (e.g., anxiety, autonomous motivation, self-confidence). Some interventions were based on the same delivery protocols (e.g., Coach Effectiveness Training, Mastery Approach to Coaching) or theoretical frameworks (e.g., Achievement Goal Theory, Self-Determination Theory). The meta-analysis showed statistically significant small, and medium, effect sizes on a subsample of youth athlete outcomes (e.g., task-related climate, fun and enjoyment, anxiety), indicating that coach interpersonal skills can contribute to positive youth sport experiences. Theory-based interpersonal CDPs and PDPs are recommended to expand the knowledge in this field of research.

Comparing Sports IoT Healthcare Devices and e-Health Literacy and Awareness among College Students: Pre-and Post-COVID-19 Perspectives / Comparación de dispositivos sanitarios de IoT para deportes y alfabetización y concienciación sobre salud electrónica entre estudiantes universitarios: perspectivas anteriores y posteriores a COVID-19

This study investigated the difference between sports major college students' perception of using IoT healthcare devices and e-health literacy before and after COVID-19. A quantitative research questionnaire was distributed randomly among 600 sports college students majoring in sports in metropolitan and non-metropolitan universities in Korea. The study's findings show a significant difference in perception of using IoT healthcare devices and e-health literacy before and after COVID-19. Secondly, before COVID-19, the perception of the use of IoT healthcare devices showed significant differences by grade. On the other hand, functional e-health literacy, communication e-health literacy, and critical e-health literacy showed significant differences by grade. Third, there was no significant difference in perception of the use of IoT healthcare devices by grade after COVID-19. Conversely, functional e-health literacy, communication e-health literacy, and critical e-health literacy showed significant differences by grade. Fourth, before COVID-19, there were statistically significant differences in perceptions of using IoT healthcare devices in local cars. However, there was no statistically significant difference in terms of e-health literacy. Fifth, there was no statistically significant difference in regional differences between the metropolitan and non-metropolitan areas after COVID-19. This study showed the differences between COVID-19 and after COVID-19 by comparing the high level of awareness of using IoT healthcare devices and e-health literacy of sports college students, which will foster talented people who can demonstrate professionalism in the sports field.(AU)

Influential Factors on Student Satisfaction in High School Sports Education: Unravelling the Roles of Instructor Empathy, System Quality, and Reputation / Factores influyentes en la satisfacción de los estudiantes en la educación deportiva en la escuela secundaria: desentrañando los roles de la empatía de los instructores, la calidad del sistema y la reputación

The positive impact of sports education programmes in promoting the physical and emotional well-being of students has been firmly proven. However, it is important to comprehend the aspects that lead to student happiness in these programmes in order to guarantee successful execution and favourable results. The present study seeks to examine the impact of instructor empathy, system quality, and reputation on student happiness within the context of sports education programmes offered in high schools in Indonesia. The Privietlab Research Institute administered an online questionnaire to students, resulting in the collection of 364 valid responses. The data was analysed and the study hypotheses were tested using structural equation modelling (SEM). The results of the study indicate that there is a strong and positive relationship between instructor empathy and system quality on reputation. Additionally, reputation was found to have a major beneficial influence on student satisfaction. The findings highlight the significance of instructor empathy, system quality, and reputation in augmenting student satisfaction within sports education programs. Therefore, this research offers significant contributions for educators, school administrators, and policymakers, underscoring the importance of prioritizing these aspects in order to guarantee a superior sports education experience for children in Indonesia.(AU)

Work-Family Conflict and Family Role Performance Among Collegiate Athletic Trainers.

CONTEXT: Work-life balance continues to be a focal point of athletic training research, particularly due to the job challenges and demands of health care providers. Despite a large body of literature, much is still unexplored, especially in the area of family role performance (FRP). OBJECTIVE: To examine the relationships between work-family conflict (WFC), FRP, and various demographic variables among athletic trainers employed in the collegiate setting. DESIGN: Cross-sectional online survey. SETTING: Collegiate setting. PATIENTS OR OTHER PARTICIPANTS: A total of 586 collegiate athletic trainers (females = 374, males = 210, sex variant or nonconforming = 1, preferred not to answer = 1). MAIN OUTCOME MEASURE(S): Data were collected through an online survey (Qualtrics) in which participants responded to demographic questions and previously validated WFC and FRP scales. Demographic data were reported and analyzed for descriptive information and frequencies. Mann-Whitney U tests were performed to identify differences among groups. RESULTS: Participants' mean scores were 28.19 ± 6.01 and 45.86 ± 11.55 for the FRP and WFC scales, respectively. Mann-Whitney U tests revealed differences between men and women for WFC scores (U = 344 667, P = .021). The FRP score was moderately negatively correlated with the WFC total score (rs[584] = -0.497, P < .001) and predicted the WFC score (b = 72.02, t582 = -13.30, P = .001). The Mann-Whitney U test demonstrated that married athletic trainers (47.20 ± 11.92) had higher WFC scores than those who were not married (43.48 ± 11.78; U = 19847.00, P = .003). Mann-Whitney U analysis (U = 32 096.00, P = .001) also revealed a difference between collegiate athletic trainers with children (48.16 ± 12.44) and those without children (44.68 ± 10.90). CONCLUSIONS: Collegiate athletic trainers experienced more WFC with marriage and having children. We propose that the time required to raise a family and build relationships may cause WFC due to time incongruencies. Athletic trainers want to be able to spend time with their families; however, when such time is highly limited, then WFC increases.

Profile of physical activity and sports professionals working on disability / Perfil de los profesionales de actividad física y deporte que trabajan en discapacidad

The study analyzes the training and job profiles of physical activity and sports professionals who work with people with disabilities in Spain. Using a descriptive, quantitative methodology, standardized questionnaire-based interviews were conducted with 214 people working in this sector. The results indicate that the professionals do not receive quality initial training and when offered various training activities, they prefer to attend courses. An analysis of the employment status shows that most professionals work in companies, many without a formal employment contract or as temporary staff. Adequate initial training and varied continuing education can fulfill the need for professionalization of physical activity and sport for people with disabilities in Spain. (AU)

El estudio analiza el perfil formativo y laboral de las personas que desempeñan funciones laborales de actividad física y deporte con personas con discapacidad en España. La metodología es cuantitativa de corte descriptivo, utilizando la entrevista estandarizada por medio de cuestionario para entrevistar personalmente a 214 personas que trabajaban en este sector. Los resultados muestran que este ámbito de desempeño profesional sigue estando ocupado por personas sin la titulación adecuada en su formación inicial y que, dentro de las actividades de formación permanente, asisten preferentemente a cursos. El análisis de la situación laboral muestra que la mayor parte de las personas trabajan en empresas y un porcentaje significativo de ellas no tiene contrato o es temporal. El estudio muestra la necesidad de profesionalizar la actividad física y el deporte con personas con discapacidad en España partiendo de una adecuada formación inicial y complementada con una sólida y variada formación permanente. (AU)

Adverse Childhood Experiences and Burnout in Athletic Trainers: An Exploratory Study.

CONTEXT: Burnout, a state of physical or emotional exhaustion, is a concern within athletic training, as between 17% and 40% of athletic trainers (ATs) report high levels of burnout. Adverse childhood experiences (ACEs) are linked with higher levels of burnout in other health professions. OBJECTIVE: To compare burnout with ACEs in ATs. DESIGN: Cross-sectional study. SETTING: Web-based survey. PATIENTS OR OTHER PARTICIPANTS: One thousand ATs were selected at random to participate in the study. Of these, 78 ATs started the survey, and 75 ATs completed it. MAIN OUTCOME MEASURE(S): Burnout, as measured by the Copenhagen Burnout Inventory (CBI) overall and subscale scores, was compared across groups based on the number of adverse experiences as measured by the ACEs survey. Multiple analysis of variance tests were used to determine the association between ACEs score and overall, personal, work-related, and patient-related burnout. RESULTS: At least 1 adverse experience was reported by 37 (49.33%) participants. Those with ≥4 ACEs had higher odds of describing overall, personal, and work-related burnout than those with 0 to 3 ACEs. Moderate burnout (CBI score ≥ 50.00) was noted in 27 (36.00%, overall), 44 (58.67%, personal), 34 (45.3%, work related), and 15 (20.00%, patient related) ATs. Participants with 4 ACEs had higher overall burnout (67.11 ± 19.89; F6,68 = 2.59, P = .03) than those with 0 (40.53 ± 17.12, P = .04), 1 (38.42 ± 20.99, P = .04), or 7 (19.08 ± 12.09, P = .03) ACEs. The same pattern existed with personal burnout, as participants with 4 ACEs (76.67 ± 17.33) had higher scores (F6,68 = 3.40, P = .00) than those with 0 (46.60 ± 17.49, P = .02), 1 (42.78 ± 21.48, P = .01), or 7 (27.08 ± 20.62, P = .03) ACEs. No other differences were observed. CONCLUSIONS: Between 20.00% and 58.67% of ATs surveyed reported some form of burnout. Higher levels of overall and personal burnout were found in those with 4 ACEs. Although we expected to see lower levels of burnout in those with fewer ACEs, it was surprising that those with 7 ACEs had some of the lowest CBI scores. Athletic trainers with childhood trauma may find it beneficial to engage in self-regulation exercises to reduce or limit triggers and burnout. Additionally, employers should explore developing trauma-informed workplaces to better support employees.

Implementation of Patient-Centered Care by Athletic Training Students during Clinical Experiences: A Report from the Association of Athletic Training Education Research Network.

Patient-centered care (PCC) is a core competency that should be required by all healthcare education programs, but little is known about its implementation in athletic training clinical experiences. Therefore, we examined characteristics of patient encounters documented by athletic training students implementing PCC behaviors. A multisite panel design was used to recruit 363 students from twelve professional athletic training programs (five undergraduate, seven graduate). Over 1.5 years, clinical experience patient encounter data were logged in E*Value Case Logs, including student role during the encounter, length of encounter, and clinical site. Generalized estimating equations models characterized the likelihood students included PCC behaviors in 30,522 encounters. Discussing patient goals was associated with student role (χ2(2) = 40.6, p < 0.001) and length of encounter (χ2(4) = 67.6, p < 0.001). Using patient-reported outcome measures was associated with student role (χ2(2) = 21.6, p < 0.001), length of encounter (χ2(4) = 34.5, p < 0.001), and clinical site (χ2(3) = 17.3, p = 0.001). Implementing clinician-rated outcome measures was affected by length of encounter (χ2(4) = 27.9, p < 0.001) and clinical site (χ2(3) = 8.6, p = 0.04). PCC behaviors were largely associated with student role and length of encounters; clinical site had less impact. Athletic training educators should emphasize progressive autonomous supervision with preceptors and encourage students to facilitate slightly longer patient visits, when possible, to incorporate more PCC behaviors.

Examining pharmacists' anti-doping knowledge and skills in assisting athletes to avoid unintentional use of prohibited substances.

OBJECTIVES: To explore the knowledge and skills of pharmacists practicing in Sydney, Australia, in preventing the use of prohibited medications by athletes. METHODS: Using a simulated-patient study design, the researcher (an athlete and pharmacy student herself) contacted 100 Sydney pharmacies by telephone requesting advice about taking a salbutamol inhaler (a WADA-prohibited substance with conditional requirements), for exercise-induced asthma, following a set interview protocol. Data were assessed for both clinical and anti-doping advice appropriateness. KEY FINDINGS: Appropriate clinical advice was provided by 66% of pharmacists in the study, appropriate anti-doping advice was provided by 68%, and 52% provided appropriate advice across both aspects. Of the respondents, only 11% provided both clinical and anti-doping advice at a comprehensive level. Identification of accurate resources was made by 47% of pharmacists. CONCLUSIONS: Whilst most participating pharmacists had the skills to deliver assistance regarding the use of prohibited substances in sports, many lacked core knowledge and resources to enable them to deliver comprehensive care to prevent harm and protect athlete-patients from anti-doping violations. A gap was identified regarding advising/counselling athletes, indicating the need for additional education in sport-related pharmacy. This education would need to be coupled with the incorporation of sport-related pharmacy into current practice guidelines to enable pharmacists to uphold their duty of care and for athletes to benefit from their medicines-related advice.

Practices and Perceptions of Family-Centered Care: A Cross-Sectional Survey of Secondary School Athletic Trainers.

Family-centered care (FCC) includes collaboration between families and healthcare providers, the creation of flexible policies, and the family taking an active role in the delivery of care. Secondary school athletic trainers provide care for underage patients in school-based health systems, making them responsible for maintaining communication with parents, guardians, and/or caregivers. This cross-sectional survey investigated the extent to which athletic trainers (n = 205) include aspects of FCC in their daily secondary school clinical practice (current practices = CP) and whether they believe that aspect of care is necessary for FCC to be provided in athletic training (perceived necessary = PN) in their everyday practice using the Family-Centered Care Questionnaire-Revised tool. The total mean score for the CP scale (mean = 26.83 ± 4.36) was significantly lower (p ≤ 0.01) than the PN scale (mean = 35.33 ± 4.17). All FCC subscales compared between CP and PN were significantly different (p ≤ 0.01), with each being of higher importance than CP in athletic training. Data analysis revealed four themes related to enhancing FCC in secondary schools: limited education and resources, staffing and space concerns, non-technical skills, and social determinants of health. Attention should be placed on developing resources and interventions for secondary school athletic trainers to collaboratively work with children and their support systems.

Challenges and understandings of creative practice in professional sport training.

We conducted a qualitative study involving twelve expert sports coaches to explore and compare the range of creative practices they adopted during their professional activities. Their written responses to open-ended questions highlighted different interrelated dimensions of creative engagement in coaching sport, suggesting that efforts to instil creativity may initially focus on an individual athlete; they may often span a range of behaviours dedicated to efficiency; they may involve significant degrees of freedom and trust; and they cannot be captured by a single defining feature. We contextualise these findings in the light of recent literature in sports studies, performance science and creativity research, providing concrete examples based on the written statements provided by our participants. We conclude by offering insights for future research and coaching practice that may be relevant in broader domains.

A experiência esportiva no programa Curumim do Sesc Ribeirão Preto: descobertas, aprendizados e influências / The sports experience in the Curumim program of Sesc Ribeirão Preto: discoveries, learnings and inlfuences / La experiencia deportiva en el programa Curumim del Sesc Ribeirão Preto: descubrimientos, aprendizajes y influencias

Este artigo buscou compreender como a prática esportiva vivenciada no programa Curumim influenciou a relação dos antigos participantes do programa no Sesc Ribeirão Preto com o esporte. Como metodologia, utilizamos a Teoria Fundamentada; seis adultos que participaram do Curumim foram entrevistados. Durante a análise, cinco categorias foram estabelecidas, sendo a principal "Curumim como 'uma janela que se abre': descobertas, aprendizados e influências". Por fim, foi possível evidenciar a influência do Curumim no envolvimento com a prática esportiva. Contudo, este não foi um fator decisivo. Ainda, experiências marcantes demonstraram potencial para alterar o modo de ação de seus frequentadores e definir a escolha profissional dos participantes (AU).

This article sought to understand how the sports practice experienced in the Curumim Program influenced the relationship of the former participants with sport. As methodology, the Grounded Theory was used; six adults who participated in the Curumim in Sesc Ribeirão Preto were interviwed. Analyzing the data, five categories were established and the main one was "Curumim as 'an open window': discoveries, learning and influences". Finally, it was possible to perceive the influence of Curumim in sports practice, however, this was not a decisive factor. Still, remarkable experiences showed the potential to change the way of action of its participants and to define the professional choice (AU).

Este artículo buscó comprender cómo la práctica deportiva vivida en el Programa Curumim influyó en la relación de los ex participantes del Sesc Ribeirão Preto con el deporte. Como metodología, se utilizó la Teoría Fundamentada; se entrevistaron seis adultos que participaron en el Curumim. En el análisis, se establecieron cinco categorías, siendo la principal "Curumim como una 'ventana que se abre': descubrimientos, aprendizajes e influencias". Finalmente, se pudo evidenciar la influencia de Curumim en la práctica deportiva, pero, este no fue un factor determinante. Todavía, experiencias notables demostraron el potencial para cambiar las acciones de sus habituales y definir su elección profesional (AU).

Phenomenological Probe on Senior High School Teachers’ Experiences in Teaching Sports Track During the Transition Years of Philippine K To 12 / Sondeo fenomenológico sobre las experiencias de los maestros de secundaria superior en la enseñanza de deportes de atletismo durante los años de transición de Filipinas K a 12

The Philippine education system is currently under transition due to the implementation of Republic Act 10533, also known as the Enhanced Basic Education Act. Since its enactment in 2013, physical education researchers have been examining the initial impact of this transition. Yet, investigations to determine teachers' challenges in the sports Track Program of the senior high school curriculum were barely sufficient. Hence, this research was conducted to probe the challenges of these teachers using a qualitative phenomenology research design. Research participants from selected schools in the Cotabato Province in the Philippines were involved in focus group discussions, in-depth interviews, and extensive field observation. Six significant concerns from the research participants transpired; these are difficulties with online learning, mismatched of students’ interests; unrealistic curriculum; inadequate facilities; overloaded teaching loads; and struggles of non-physical education graduates. The findings then served as crucial elements in drawing conclusions and recommendations to better implement the sports track program in the Philippine senior high school curriculum. (AU)

El sistema educativo filipino se encuentra actualmente en transición debido a la implementación de la Ley de la República 10533, también conocida como Ley de Educación Básica Mejorada. Desde su promulgación en 2013, los investigadores de educación física han estado examinando el impacto inicial de esta transición. Sin embargo, las investigaciones para determinar los desafíos de los profesores en el Programa de Pista deportiva del plan de estudios de la escuela secundaria superior fueron escasamente suficientes. Por lo tanto, esta investigación se llevó a cabo para sondear los desafíos de estos profesores utilizando un diseño de investigación de fenomenología cualitativa. Los participantes de la investigación de escuelas seleccionadas en la provincia de Cotabato en Filipinas participaron en discusiones de grupos focales, entrevistas en profundidad y una extensa observación de campo. Transcurrieron seis preocupaciones significativas de los participantes de la investigación; estos son: dificultades con el aprendizaje en línea; desajuste de los intereses de los estudiantes; plan de estudios poco realista; instalaciones inadecuadas; cargas de enseñanza sobrecargadas; y luchas de los no graduados en educación física. Luego, los hallazgos sirvieron como elementos cruciales para sacar conclusiones y recomendaciones para implementar mejor el programa de atletismo deportivo en el plan de estudios de la escuela secundaria superior de Filipinas. (AU)

Differences in Access to Athletic Trainers in Public Secondary Schools Based on Socioeconomic Status.

CONTEXT: Significant health care disparities exist in the United States based on socioeconomic status (SES), but the role SES has in secondary school athletes' access to athletic training services has not been examined on a national scale. OBJECTIVE: To identify differences in access to athletic training services in public secondary schools based on school SES. DESIGN: Cross-sectional study. SETTING: Database secondary analysis. PATIENTS OR OTHER PARTICIPANTS: Data for 3482 public high schools. MAIN OUTCOME MEASURE(S): Data were gathered from the Athletic Training Locations and Services (ATLAS) database, US Census Bureau, and National Center for Education Statistics. We included schools from 5 states with the highest, middle, and lowest poverty percentages (15 states total) and collected county median household income, percentage of students eligible for free or reduced-price lunch, race and ethnicity demographics, and access to athletic training services (full-time athletic trainer [AT], part-time AT only, no AT) for each school. Data were summarized in means, SDs, medians, interquartile ranges (IQRs), frequencies and proportions, 1-way analyses of variance, and Kruskal-Wallis tests. RESULTS: Differences were present in school SES between schools with full-time, part-time-only, and no athletic training services. Schools with greater access to athletic training services had fewer students eligible for free or reduced-price lunch (full time: 41.1% ± 22.3%, part time only: 45.8% ± 24.3%, no AT: 52.9% ± 24.9; P < .001). Similarly, county median household income was higher in schools with increased access to athletic training services (full time median [IQR]: $56 026 [$49 085-$64 557], part time only: $52 719 [$45 355-$62 105], and no AT: $49 584 [$41 094-$57 688]; P < .001). CONCLUSIONS: Disparities in SES were seen in access to athletic training services among a national sample of public secondary schools. Access to ATs positively influences student-athletes' health care across several measures. Pilot programs or government funds have been used previously to fund athletic training services and should be considered to ensure equitable access, regardless of school SES.

Secondary School Athletic Coaches' Perceptions and Knowledge of the Athletic Training Profession.

CONTEXT: Coaches play a role in streamlining care, especially by directing student-athletes in need of further medical attention to the athletic trainer (AT). The AT-coach relationship holds great potential for incorporating collaborative care, and yet, little is known about coaches' perceptions and knowledge of ATs. OBJECTIVE: To investigate coaches' perceptions of athletic training and their knowledge regarding the roles and responsibilities of ATs in secondary schools. DESIGN: Concurrent mixed-methods study. SETTING: Cross-sectional online questionnaire. PATIENTS OR OTHER PARTICIPANTS: Secondary school athletic coaches from 10 sports with the highest participation rates during the 2017-2018 season (n = 1097). Most respondents were male (n = 795, 72.4%), and their average age was 44.7 ± 11.4 years. MAIN OUTCOME MEASURE(S): Participants completed a web-based questionnaire containing demographics and quantitative measures assessing their perceived value and knowledge of ATs, as well as open-ended questions. Descriptive statistics summarized the demographic data. Counts and percentage responses for quantitative measures were reported. Open-ended responses were analyzed using the general inductive approach. RESULTS: Approximately 93% of respondents considered an AT a trusted source of medical information and a key member of the sports medicine team. Most respondents selected injury prevention (98.9%), first aid and wound care (97%), therapeutic interventions (89.9%), and emergency care (85.8%) as skills ATs are qualified to perform. Forty-six percent of respondents were willing to coach without an AT employed. Coaches trusted ATs as part of the "athletic team" and as gatekeepers, referring student-athletes for advanced care when warranted. Regarding the AT role, coaches emphasized the treatment of minor injuries and the idea of "coverage versus care." CONCLUSIONS: Secondary school coaches valued the athletic training profession and were knowledgeable regarding various roles and responsibilities ATs frequently perform. However, they may view ATs as luxuries instead of necessities, as evidenced by the fact that just under half of responding coaches were willing to coach without an AT employed at the school.

Board of Certification Examination Achievement Gaps as a Barrier to Diversifying the Athletic Training Profession.

CONTEXT: Achievement gaps have been well documented in the medical and health professions. Previous researchers have indicated that individuals from underrepresented minority groups consistently fall short of White candidates in performance on standardized credentialing examinations. OBJECTIVE: To determine the relative risk of failure by ethnicity and first-time and retake pass rates on the Board of Certification (BOC) examination. DESIGN: Descriptive study. SETTING: Professional master's degree athletic training programs. PATIENTS OR OTHER PARTICIPANTS: A total of 3742 unique candidates with 4425 attempts between examination windows 1 of 2011-2012 (April) and 5 of the 2019-2020 (February) cycle of the BOC examination. MAIN OUTCOME MEASURE(S): Ethnicity as self-selected by the candidates, attempt number, result of each attempt, year, and testing window. RESULTS: Examination candidates self-identified as White (60.4%, n = 2261/3742), unknown (ie, withheld an ethnicity selection; 10.6%, n = 395/3742), Hispanic (8.6%, n = 320/3742), or African American (8.4%, n = 313/3742). On the first attempt, White candidates passed at a rate of 93.2% (2107/2261), African American candidates at 74.8% (234/313), and Hispanic candidates at 86.9% (278/320; overall first-time pass rate for this subsample = 90.5%, 2619/2894). The relative risk of first-attempt failure was higher for African Americans than for both White (relative risk = 3.706, 95% CI = 2.903, 4.730; P < .001) and Hispanic (relative risk = 1.923, 95% CI = 1.368, 2.703; P > .001) candidates. For Hispanic candidates, the relative risk of first-attempt failure was about 50% lower than for White candidates (relative risk = 0.519, 95% CI = 0.377, 0.715; P < .001). CONCLUSIONS: Achievement gaps existed between White candidates and those from ethnic minority groups in athletic training. Diversification of the athletic training workforce will require ensuring equity in preparation for and success on the BOC examination.

Surgical Coaching: Patient Perspectives Regarding Surgeon Coaches in the Operating Room.

BACKGROUND: Surgical coaching programs have been introduced as platforms for ongoing professional development amongst independently practicing surgeons. While there is a plethora of evidence regarding the effectiveness of surgical coaching for practicing staff surgeons, patients' opinions regarding surgical coaching are largely unknown. OBJECTIVES: To determine patients' baseline attitudes and opinions about the hypothetical situation of their treating surgeon having a surgical coach present during their upcoming operation, and to determine patients' baseline knowledge and prior exposure to surgical coaching. DESIGN AND SETTING: This study was conducted at a tertiary hospital in Vancouver, Canada. Patients on the surgical waitlist of 2 independently practicing Otolaryngologists within the subspeciality of Neurotology were invited to participate in the study. Participants engaged in a semi-structured interview to discuss their opinions and knowledge of physician coaches and to learn about surgical coaching. The interview was conducted based on a pre-set script. RESULTS: Of the 100 patients approached, 70 consented to participate. Forty-three (61%) participants identified as female, and the mean age was 56±15 years. Initially, 84% of participants (n = 59) consented to the hypothetical presence of a surgical coach. Post-discussion, this number increased to 95.7% (n = 67, p = 0.04). Prior participant exposure to coaching related to employment, education, athletics, or music was high (90%, n = 63). Younger participants between 25 and 45 years of age were more amenable to the presence of a surgical coach compared to participants >66 years of age (p = 0.01). After the interview, 55 (79%) participants were interested in learning more about surgical coaching. CONCLUSION: Many patients were unaware of the rationale and importance of surgical coaching programs for practicing staff surgeons. Most patients, especially younger patients, were amenable to the presence of a surgical coach during their surgery, and this number increased in all age categories with patient education about surgical coaching.

Content Validation of the Athletic Training Milestones: A Report from the Association for Athletic Training Education Research Network.

The Athletic Training Milestones were developed as a comprehensive framework to assess athletic trainers' knowledge, skill, and behavior acquisition across the continuum of athletic training practice. However, without established content validity, it is unclear whether the Athletic Training Milestones can be used effectively as a clinical evaluation and research tool to evaluate competence and performance across multiple users and sites. We conducted a highly conservative content validity index (CVI) with data from 12 content experts. Our findings revealed an extremely high overall scale CVI of 0.99, and CVI scores of the 28 individual subcompetency items assessed ranged from 0.83 to 1.00. For the athletic training profession to truly embrace competency-based evaluation and performance assessments, we need a highly valid and comprehensive instrument, such as the Athletic Training Milestones.

Influence of the size of the cities of birth and residence in the sports career: an analysis through the bolsa-atleta program / Influência do tamanho das cidades de nascimento e residência na carreira desportiva: uma análise por meio do programa bolsa-atleta

ABSTRACT This study aimed to verify whether the size of municipalities in which Brazilian high-performance athletes are born or live influences the federal government subsidy, in addition to pointing out whether factors such as human development index, demographic density and municipal investment in sports also exert influence. The sample consisted of 2,033 Brazilian municipalities that had athletes, born or resident, receiving the Brazilian incentive Bolsa-Atleta program. The size of municipalities influences the amount and level of grant obtained, demonstrating that the smaller the population size, the lower the chance of obtaining a higher grant level. In addition, factors such as human development index, demographic density and investment in sport influence the acquisition of grants by athletes, mainly by resident athletes, which shows an internal sports migration in the country as a result.

RESUMO O presente estudo teve por objetivo verificar se o tamanho dos municípios em que os atletas brasileiros de rendimento nascem ou residem gera influência na obtenção de subsídio pelo governo federal, além de apontar se fatores como índices de desenvolvimento humano, densidade demográfica e investimento municipal no esporte também exercem influência. A amostra consistiu em 2033 municípios brasileiros que apresentaram atletas nascidos ou residentes contemplados pelo programa de incentivo brasileiro Bolsa-Atleta. Por meio da análise, pode-se verificar que o tamanho dos municípios influência na quantidade e no nível de bolsa obtido, demonstrando que quanto menor o tamanho da população, menor a chance de se obter um nível mais alto de bolsa. Além disto, pode-se notar que fatores como índices de desenvolvimento humano, densidade demográfica e investimento no esporte exercem influência na aquisição de bolsas pelos atletas, principalmente, por parte de atletas residentes, o que evidencia uma migração esportiva interna no país.

Athletic trainers' viewpoints of patient-centered care: Preliminary findings.

The core competency of patient-centered care (PCC) states that for positive patient outcomes, the provider must respect the patient's views and recognize their experiences. The Athletic Training Strategic Alliance Research Agenda Task Force identified a profession-wide belief that examining the extent to which athletic trainers (ATs) provide PCC in their clinical practice would benefit the profession. To first address this line of inquiry, we must study the subjectivity of how ATs view PCC. This study used Q methodology which is a research design that collects data from participants from a quantitative and qualitative perspective. A total of 115 (males = 62, females = 53, age = 37±10 y, experience = 13±10 y) ATs dispersed between 11 job settings volunteered for this study. Participants were asked to pre-sort (agree, disagree, neutral) 36 validated statements representing the 8 dimensions of PCC, then completed a Q-sort where they dragged-and-dropped the pre-sorted statements based on perceived importance in providing PCC. The Q-sorts were analyzed using QMethod software. A principal component analysis was used to identify statement rankings and factors. Factors were determined by an Eigenvalue > 1 and analyzed using a scree plot. The 6 highest selected statements per factor were assessed to create the distinguishing viewpoints. Two distinguishing viewpoints emerged from the factor analysis of the Q-sorts: 1) the interpersonal connection that valued teamwork, open communication, and respectful care with varied populations; 2) the holistic gatekeeper that valued personal promotion for activities of daily living, self-care, and quality of life. Overall, ATs value patient's preferences and respect. However, a lack of importance was identified for incorporating the disablement model which is a core competency and adopted framework by the athletic training profession.