Athletic Training Education in American Colleges and Universities: A Study of Professional Standards and Accountability

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Autor/in	Nichter, Joshua M.
Titel	Athletic Training Education in American Colleges and Universities: A Study of Professional Standards and Accountability
Quelle	(2009), (177 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, The Florida State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1096-5772-2
Schlagwörter	Hochschulschrift; Dissertation; Athletics; Program Evaluation; Colleges; Criteria; Higher Education; Accountability; Standards; Models; Accreditation (Institutions); Comparative Analysis; Correlation; Training; Surveys; Administrators + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Leichtathletik; Programme evaluation; Programmevaluation; College; Hochschule; Fachhochschule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Verantwortung; Standard; Analogiemodell; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Korrelation; Ausbildung; Survey; Umfrage; Befragung
Abstract	This study identified characteristics and benchmarks of Athletic Training Education Programs (ATEPs) considered exemplary by a national sample of ATEP program directors. These exemplary characteristics and benchmarks can be used as models by program directors and administrators for program evaluation. The study also identified 10 ATEPs perceived as exemplary by a sample of program directors. The characteristics of those programs were compared to the characteristics identified as essential by the survey respondents. The identification of the characteristics found in an exemplary program is a critical step in the advancement of athletic training education. ATEPs are not currently ranked, and only subjective perceptions of professionals within the field have been available to identify distinctive ATEPs. The research study is descriptive by design, and examines specific characteristics of accredited entry-level ATEPs important for exemplary status. After the benchmark characteristics were identified, a comparison of the perceptions of the respondent's perceived characteristics versus the characteristics identified by the program directors of the 10 exemplary programs was evaluated. Finally, after the comparison, a model program was developed. The model program details the specific qualifications required for exemplary status. The perceptions of criteria essential for an ATEP to be classified as exemplary yielded 15 items. A majority of those 15 items were in the category of program resources (n=8), followed by evaluation (n = 4), curriculum (n = 2), and sponsorship (n = 1). Thirty one criteria were identified as consistent (at least 7 of top 10 ATEPs met the criteria) among the top 10 ATEPs. Of the 15 items perceived to be essential for ATEP exemplary status, 14 correlated positively and were seen in a majority of the top 10 ATEPs. This indicates an agreement in perception versus reality in terms of what participants believe to be essential criteria/characteristics of an exemplary ATEP versus the actual criteria/characteristics of 10 exemplary ATEPs. Participants were asked two open-ended questions regarding other important criteria essential for ATEP exemplary status, and the important issues currently facing their ATEPs. Curriculum responses were most frequent as cited by participants among other criteria/characteristics essential for ATEP exemplary status. Didactic courses (n = 18) and clinical experiences (n = 18) were cited as the most frequent subcategories in curriculum. Resource responses were the most frequent category cited by participants among important issues currently facing their ATEPs. Program director responsibilities (n = 21), ACI responsibilities/qualifications (n = 18), and faculty to student ration in the ATEP (n = 15) were the three most frequently cited subcategories in resources. Of the perceived resource, student, program evaluation, and curriculum characteristics that were deemed essential for exemplary entry-level athletic training education programs accredited by the Commission on Accreditation of Athletic Training Education, 24 criteria/characteristics correlated positively with the actual characteristics of 10 identified exemplary ATEPs. As a whole, the perceptions of the participants in this study of what constitutes an exemplary ATEP agreed with the actual characteristics of the 10 identified exemplary ATEPs. Meaning that perception of exemplary status meets the reality of the characteristics of exemplary programs in athletic training. A model for an exemplary entry-level athletic training education program accredited by the Commission on Accreditation of Athletic Training Education has been identified. [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.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10