Maintaining professional commitment as a newly credentialed athletic trainer in the secondary school setting.

Autor/inn/en	Mazerolle, Stephanie M.; Myers, Sarah L.; Walker, Stacy E.; Kirby, Jessica
Titel	Maintaining professional commitment as a newly credentialed athletic trainer in the secondary school setting. Gefälligkeitsübersetzung: Unterstützung des professionellen Einsatzes bei neu akkreditierten Sportlehrern in der Sekundarstufe II.
Quelle	In: Journal of athletic training, 53 (2018) 3, S. 312-319 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0160-8320; 1062-6050; 1938-162X
DOI	10.4085/1062-6050-72-17
Schlagwörter	Empirische Untersuchung; Vergleichsuntersuchung; Arbeitspsychologie; Einstellung (Psy); Soziale Rolle; Sozialisation; Sekundarstufe II; Lehrer; Orientierung; Lebensqualität; Schulsport; Sport; Sportsoziologie; Sportunterricht; Berufsausbildung; Beruf; Professionalisierung; Studium; Soziologie; Sportwissenschaft; Analyse; Student; USA
Abstract	Context: Professional commitment, or one's affinity and loyalty to a career, has become a topic of interest in athletic training. The expanding research on the topic, however, has omitted newly credentialed athletic trainers (ATs). For an impressionable group of practitioners, transitioning to clinical practice can be stressful. Objective: To explore the professional commitment of newly credentialed ATs in the secondary school setting. Setting: Secondary school. Design: Qualitative study. Patients or Other Participants A total of 31 newly credentialed ATs (6 men, 25 women; mean age = 24 ± 3 years) participated. Of these, 17 ATs (4 men, 13 women; mean age = 25 ± 4 years) were employed full time in the secondary school setting, and 14 ATs (2 men, 12 women; mean age = 23.0 ± 2.0 years) were graduate assistant students in the secondary school setting. Data Collection and Analysis: All participants completed semistructured interviews, which focused on their experiences in the secondary school setting and transitioning into the role and setting. Transcripts were analyzed using the phenomenologic approach. Creditability was established by peer review, member checks, and researcher triangulation. Results: Four main findings related to the professional commitment of newly credentialed ATs in the secondary school setting were identified. Work-life balance, professional relationships formed with the student-athletes, enjoyment gained from working in the secondary school setting, and professional responsibility emerged as factors facilitating commitment. Conclusions: Affective commitment is a primary facilitator of professional commitment. Newly credentialed ATs who enjoy their jobs and have time to engage in nonwork roles are able to maintain a positive professional commitment. Our findings align with the previous literature and help strengthen our understanding that rejuvenation and passion are important to professional commitment.
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2018/4