Robert S. Behnke Address to the Attendees of the NATA Athletic Training Educators' Conference

2011 ◽  
Vol 6 (2) ◽  
pp. 58-59
Author(s):  
Danny T. Foster
Keyword(s):  
Athletic Training ◽  
Special Section ◽  
Athletic Training Education ◽  
Athletic Training Educators ◽  
Education Journal ◽  
Distinguished Educator ◽  
Educator Award

There is a great deal to learn from our colleagues who have had critical and noteworthy contributions to athletic training education. We are pleased, therefore, to periodically include the Robert S. Behnke keynote addresses from recipients of the Sayers “Bud” Miller Distinguished Educator Award in the current and forthcoming issues of the Athletic Training Education Journal. In this issue's special section we present the speech from Danny T. Foster, PhD who received the Distinguished Educator Award in 2005. Dr. Foster's career highlights can be found at http://www.nata.Org/DEAwinners#2005.

scholarly journals Address to the Attendees of the 2009 NATA Athletic Training Educators' Conference

2011 ◽  
Vol 6 (1) ◽  
pp. 3-4
Author(s):  
R.T. Floyd
Keyword(s):  
Athletic Training ◽  
Special Section ◽  
Athletic Training Education ◽  
Athletic Training Educators ◽  
Education Journal ◽  
Distinguished Educator ◽  
Educator Award

Editor's Note: There is a great deal to learn from our colleagues who have had critical and noteworthy contributions to athletic training education. We are pleased, therefore, to periodically include the Robert S. Behnke Keynote addresses from recipients of the Sayers “Bud” Miller Distinguished Educator Award in the current and forthcoming issues of the Athletic Training Education Journal. In this issue's special section we present the speech from R.T. Floyd, EdD, ATC, CSCS who received the Distinguished Educator Award in 2007. The wide ranging contributions by Dr. Floyd are found at http://www.nata.org/DEAwinners#2007.

scholarly journals Column: Current Literature Review

2007 ◽  
Vol 2 (2) ◽  
pp. 58-59
Author(s):  
Carrie Meyer
Keyword(s):  
Nursing Education ◽  
Athletic Training ◽  
Athletic Training Education ◽  
State University ◽  
University Of Arkansas ◽  
Athletic Training Educators ◽  
Potential Applications ◽  
Education Journal ◽  
University Of Louisiana ◽  
University Of Mary

We are excited to debut this feature of the Athletic Training Education Journal. As busy educators, it is so difficult to keep up with the most current research in Athletic Training, let alone research in educational related areas. We hope this feature will allow you to have increased access to the educational research by previewing articles of interest to AT educators. Our charge is to monitor education related journals (i.e. Journal of Nursing Education, Journal of Higher Education, etc.) and identify articles which are the most applicable to our readers. We will provide brief synopses of the articles plus potential applications to AT education. I would like to thank the current reviewers for this feature: Courtney Burken, University of Mary-Hardin Baylor; David Diers, Governors State University; Jeff Bonacci, University of Arkansas; Toby Doré, University of Louisiana-Lafayette; and Tom Porrazzo, Alvernia College. Please feel free to contact me if you have questions, comments, suggestions for this reoccurring feature, or if you would like to review an article that you feel is particularly applicable to athletic training educators. I would also like to hear about implementations you have made from the concepts we present in this feature – cm

scholarly journals Achievement Goal Orientation for Athletic Training Education: Preparing for Lifelong Learning

2007 ◽  
Vol 2 (1) ◽  
pp. 4-9
Author(s):  
Kimberly S. Peer
Keyword(s):  
Student Achievement ◽  
Student Engagement ◽  
Lifelong Learning ◽  
Goal Orientation ◽  
Athletic Training ◽  
Athletic Training Education ◽  
Achievement Goal ◽  
Achievement Goal Orientation ◽  
Clinical Settings ◽  
Athletic Training Educators

Objective: This review of literature presents the theoretical framework of goal orientation and student achievement from a pedagogical perspective while providing practical applications and implications for integrating goal orientation into athletic training education programs. Data Sources: Selected literature derived from EBSCO, Education Abstracts, CINAHL, PsychInfo and ERIC databases from 1980 to 2005 was reviewed. Key words for the search included achievement goal orientation, achievement motivation, and student engagement. Data Synthesis: Literature from educational psychology and pedagogy were reviewed to present key issues related to achievement goal orientation. The review addressed achievement goal theory relative to student engagement, task persistence, and adaptive behaviors. Additionally, implications for athletic training educators were generated for both didactic and clinical settings. Conclusions/Recommendations: Achievement goal orientation has profound implications on student learning and student achievement. Athletic training educators must be careful to create educational environments which foster self-regulated learning. Activities that assist students with goal construction and that monitor student progress toward a designated goal in the classroom and clinical settings should be of primary importance to athletic training educators. In a profession that requires lifelong learning; fostering strong achievement goals through student-centered activities can enhance the professional development of the student throughout the curriculum and beyond.

scholarly journals Athletic Training Education: There's an App for That

2015 ◽  
Vol 10 (2) ◽  
pp. 190-199 ◽  
Author(s):  
Kim Keeley ◽  
Kelly Potteiger ◽  
Christopher D. Brown
Keyword(s):  
Athletic Training ◽  
Classroom Environment ◽  
Athletic Training Education ◽  
Mobile App ◽  
Student Knowledge ◽  
Additional Information ◽  
Generation Z ◽  
Use Of Technology ◽  
Athletic Training Educators ◽  
New Generation

Context Mobile applications (apps) are growing in popularity due to the increased use of smartphones. Many available apps are educational in nature and may provide both students and educators freedom for learning to occur outside of the typical classroom environment. Objective To provide a description of relevant apps along with a brief synopsis of the suggested use by both athletic training educators and students. Additional information that may affect a user's app selection, such as cost, size of the download, and consumer ratings, if available, is also included. Background Applications (apps) are computer programs written specifically for Internet connected mobile phones and tablets. These programs perform specific functions for the user, usually through a touchscreen interface. Synthesis Connected devices are especially popular among the Millennial and Generation Z students now enrolled in various pre-professional healthcare programs. These students were raised with technology inundating their lives; therefore, they tend to desire the use of technology more frequently than older adults. Results Many apps are available, however this article highlights selected apps in the categories of (1) injury evaluation and management, (2) anatomy, and (3) productivity. Recommendation(s) Educators should become knowledgeable in mobile app technology in order to meet the needs of the new generation of students. Conclusion(s) Incorporating apps into athletic training education can enhance the delivery and retention of student knowledge and provide unique educational opportunities.

scholarly journals Column: Current Literature Reviews

2009 ◽  
Vol 4 (1) ◽  
pp. 40-41
Author(s):  
Carrie Meyer
Keyword(s):  
Higher Education ◽  
Nursing Education ◽  
Athletic Training ◽  
Current Literature ◽  
Athletic Training Educators ◽  
Literature Reviews ◽  
Potential Applications ◽  
Education Journal

Our charge is to monitor education-related journals (i.e., Journal of Nursing Education, Journal of Higher Education, etc.) and identify articles which are the most applicable to our readers. We will provide brief synopses of the articles plus potential applications to AT education. Please feel free to contact me if you have questions, comments, or suggestions for this recurring feature or if you would like to review an article that you feel is particularly applicable to athletic training educators. I would also like to hear about implementations you have made from the concepts we present in this feature. – cm

Column: Current Literature Reviews

2008 ◽  
Vol 3 (1) ◽  
pp. 31-33
Author(s):  
Carrie Meyer
Keyword(s):  
Higher Education ◽  
Nursing Education ◽  
Athletic Training ◽  
Current Literature ◽  
Athletic Training Educators ◽  
Literature Reviews ◽  
Potential Applications ◽  
Education Journal

Our charge is to monitor education related journals (i.e. Journal of Nursing Education, Journal of Higher Education, etc.) and identify articles which are the most applicable to our readers. We will provide brief synopses of the articles plus potential applications to AT education. Please feel free to contact me if you have questions, comments, suggestions for this reoccurring feature, or if you would like to review an article that you feel is particularly applicable to athletic training educators. I would also like to hear about implementations you have made from the concepts we present in this feature. – cm

scholarly journals Tenure Track Athletic Training Educators: Are they being set up to fail?

2009 ◽  
Vol 4 (4) ◽  
pp. 144-149 ◽  
Author(s):  
Lori Dewald ◽  
Katie Walsh
Keyword(s):  
Athletic Training ◽  
Allied Health ◽  
Athletic Training Education ◽  
Future Research ◽  
Tenure Track ◽  
Education Programs ◽  
Allied Health Professions ◽  
Future Developments ◽  
Athletic Training Educators ◽  
Set Up

Issues faced by tenure track AT education faculty are addressed and suggestions for those who are considering appointments as AT faculty are given. Literature and research from other allied health professions are provided as insights to AT faculty. We also suggest future research ideas related to AT educators. Finally, we consider future developments in the movement of athletic training education programs (ATEPs) into departments/schools of allied health and its impact on tenured AT faculty.

scholarly journals Column: Current Literature Review

2008 ◽  
Vol 3 (2) ◽  
pp. 76-77
Author(s):  
Carrie Meyer
Keyword(s):  
Higher Education ◽  
Nursing Education ◽  
Literature Review ◽  
Athletic Training ◽  
Current Literature ◽  
Athletic Training Educators ◽  
Potential Applications ◽  
Education Journal

Our charge is to monitor education related journals (i.e. Journal of Nursing Education, Journal of Higher Education,etc.) And identify articles which are the most applicable to our readers. We will provide brief synopses of the articles plus potential applications to AT education. Please feel free to contact me if you have questions, comments, or suggestions for this reoccurring feature, or if you would like to review an article that you feel is particularly applicable to athletic training educators. I would also like to hear about implementations you have made from the concepts we present in this feature. – cm

scholarly journals Factors of Persistence Among Graduates of Athletic Training Education Programs

2011 ◽  
Vol 46 (6) ◽  
pp. 665-671 ◽  
Author(s):  
Thomas G. Bowman ◽  
Thomas M. Dodge
Keyword(s):  
Athletic Training ◽  
Education Program ◽  
Athletic Training Education ◽  
Positive Interactions ◽  
Theory Approach ◽  
Education Programs ◽  
Entry Level ◽  
Athletic Training Educators ◽  
National Athletic Trainers Association ◽  
Member Checks

Context: Previous researchers have indicated that athletic training education programs (ATEPs) appear to retain students who are motivated and well integrated into their education programs. However, no researchers have examined the factors leading to successful persistence to graduation of recent graduates from ATEPs. Objective: To determine the factors that led students enrolled in a postprofessional education program accredited by the National Athletic Trainers' Association (NATA) to persist to graduation from accredited undergraduate ATEPs. Design: Qualitative study. Setting: Postprofessional education program accredited by the NATA. Patients or Other Participants: Fourteen graduates (12 women, 2 men) of accredited undergraduate entry-level ATEPs who were enrolled in an NATA-accredited postprofessional education program volunteered to participate. Data Collection and Analysis: We conducted semistructured interviews and analyzed data through a grounded theory approach. We used open, axial, and selective coding procedures. To ensure trustworthiness, 2 independent coders analyzed the data. The researchers then negotiated over the coding categories until they reached 100% agreement. We also performed member checks and peer debriefing. Results: Four themes emerged from the data. Decisions to persist to graduation from ATEPs appeared to be influenced by students' positive interactions with faculty, clinical instructors, and peers. The environment of the ATEPs also affected their persistence. Participants thought they learned much in both the clinic and the classroom, and this learning motivated them to persist. Finally, participants could see themselves practicing athletic training as a career, and this greatly influenced their eventual persistence. Conclusions: Our study gives athletic training educators insight into the reasons students persist to graduation from ATEPs. Specifically, athletic training programs should strive to develop close-knit learning communities that stress positive interactions between students and instructors. Athletic training educators also must work to present the athletic training field as exciting and dynamic.

scholarly journals Employment Characteristics, Educational Histories, and Pedagogical Training of Educators in CAATE-Accredited Athletic Training Education Programs

2009 ◽  
Vol 4 (4) ◽  
pp. 131-138 ◽  
Author(s):  
Valerie Rich
Keyword(s):  
Higher Education ◽  
Athletic Training ◽  
Athletic Training Education ◽  
Assistant Professor ◽  
Rapid Expansion ◽  
Pedagogical Practices ◽  
Pedagogical Training ◽  
Athletic Training Educators ◽  
Educational Histories ◽  
Employment Characteristics

Context: With the rapid expansion of ATEPs in the last decade, the demand for doctoral-trained athletic training educators has increased exponentially. As more athletic training educators enter higher education, it is important to fully understand how well prepared these educators are for life in academe. Objective: To describe employment characteristics, educational histories, and pedagogical training of athletic training educators. Design: Descriptive study. Setting: Entry-level undergraduate and graduate ATEPs Patients or Other Participants: The Demographic and Educational History Questionnaire (DEHQ) was distributed to 338 program directors (PDs) of CAATE accredited ATEPs. Twenty-four potential respondents were eliminated from the study due to incomplete responses. Thirty percent of PDs (n=102) completed the survey in its entirety. PDs were also asked to forward the DEHQ to other educators in their respective ATEPs, which resulted in the inclusion of 72 additional individuals, for a total of 174 participants. Main Outcome Measures: Questionnaire items were analyzed using descriptive statistics. Results: Participants included 92 men (53%) and 82 women (47%). Sixty-seven percent held the rank of assistant professor or instructor, and forty-six percent held a doctorate. A total of 22 different undergraduate majors, 18 minors, 16 graduate content areas, and 24 postgraduate areas of study were reported. On average, athletic training educators completed 8 collegiate courses and attended 8 professional workshops based on improving pedagogical practices throughout their career. Conclusions: Contemporary athletic training education is now fully integrated into higher education, with junior faculty members leading the way. Athletic training educators in this study predominantly held the assistant professor rank, possessed degrees across a variety of disciplines, and had completed some form of pedagogical training.

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