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2009 | 21 | 97-103
Tytuł artykułu

Knowledge Areas Necessary for Successful NCAA Division III Certified Athletic Trainers: NCAA Division III Certified Athletic Trainers' Perceptions

Treść / Zawartość
Warianty tytułu
Języki publikacji
EN
Abstrakty
EN
NCAA Division III head certified athletic trainers (ATCs) (n=185) were surveyed to determine knowledge areas needed by ATCs to be successful as Division III ATCs. A Likert-like scale survey consisted of 12 athletic training related knowledge areas and included the following five point scale: essential, very important, important, not very important, and irrelevant. Findings indicated that it is important that Division III ATCs have all 12 knowledge areas to be successful. Although injury-related knowledge areas were considered essential, all of the knowledge areas were at least considered important to the success of ATCs, and none were considered irrelevant. Those involved in athletic training curricular issues should place or continue to place the most emphasis on areas related to injuries.
Wydawca

Rocznik
Tom
21
Strony
97-103
Opis fizyczny
Daty
wydano
2009-01-01
online
2009-07-17
Twórcy
  • Department of Physical Education and Sport, The State University of New York, Brockport, USA
Bibliografia
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  • Commission on Accreditation of Athletic Training Education. (2006, June 8). Standards for the accreditation of entry-level athletic training education programs. Retrieved December 1, 2008, from:
  • Delforge, G.D., Behnke, R.S. The history and evolution of athletic training education in the United States. J Athl Training, 1999. 34(1): 53-61.
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  • Ford, I.W., Gordan, S. (1999). Coping with sport injury: Resource loss and the role of social support. Journal of Personal and Interpersonal Loss, 1999. 4(3), 243-256.
  • Gardiner, A., Mensch, J.M. Promoting professional development in athletic training. Athlet Ther Today, 2004. 9(4), 30-31.
  • Geisler, P.R. Multiculturalism and athletic training education: Implications for educational and professional progress. J Athl Training, 2003. 38(2), 141-151.
  • Gould, D., Udry, E., Bridges, D., & Beck, L. Coping with season-ending injuries. The Sport Psychologist, 1997. 11(4), 379-399.
  • Gould, T.E., Deivert, R.G. Secondary-school administrators' knowledge and perceptions of athletic training. Athlet Ther Today, 2003. 8(1), 57-62.
  • Johnston, L.H., & Carroll, D. Coping, social support, and injury: Changes over time and the effects of level of sports involvement. J Sport Rehabil, 2000. 9(4), 290-303.
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  • Lyznicki, J.M., Riggs, J.A., Champion, H.C. Certified athletic trainers in secondary schools: report of the council on scientific affairs, American Medical Association. J Athl Training, 1999. 34(3), 272-276.
  • Miller, S.J. Approval of athletic training curriculums at colleges and universities. J Athl Training, 1999. 34(1), 62-63.
  • Milne, M., Hall, C. Forwell, L. Self-efficacy, imagery use, and adherence to rehabilitation by injured athletes. J Sport Rehabil, 2005. 14(2), 150-167.
  • Peer, K.S., Rakich, J.S. Accreditation and continuous quality improvement in athletic training education. J Athl Training, 2000. 35(2), 188-193.
  • Robbins, J.E., Rosenfeld, L.B. Athletes' perceptions of social support provided by their head coach, assistant coach, and athletic trainer, pre-injury and during rehabilitation. Journal of Sport Behavior, 2001. 24(3), 277-297.
  • Rockwell, M.S., Nickols-Richardson, S.M., Thye, F.W. Nutrition knowledge, opinions, and practices of coaches and athletic trainers at a Division I University. Int J Sport Nutr Exer Metab, 2001. 11(2), 174-185.
  • Swann, E., Carr, D.W. Managing risk in an athletic training education program. Athlet Ther Today, 2006. 11(1), 17-21.
  • Washington-Lofgren, L., Westerman, B.J., Sullivan, P.A., Nashman, H.W. (2004). The role of the athletic trainer in the post-injury psychological recovery of collegiate athletes. International Sports Journal, 2004. 8(2), 94-104.
Typ dokumentu
Bibliografia
Identyfikatory
Identyfikator YADDA
bwmeta1.element.-psjd-doi-10_2478_v10078-09-0012-7
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