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NCAA Division III Athletes' Perceptions of Athletic Trainers: An Examination of Athletes With and Without Exposure to Athletic Training Services in High SchoolNearly 70 years ago, the field of athletic training was founded, and has since been recognized by many governing bodies, including the American Medical Association (NATA, 2018). Although the field has grown and evolved since 1950, today less than 50% of high schools in the United States employ an athletic trainer on staff (Pryor et al., 2015). With such an underrepresentation of athletic trainers in high schools, many athletes enter college with little understanding of what athletic trainers do. But does earlier exposure to athletic training services result in better understanding of athletic training services and use of those services? The purpose of this study was to evaluate and analyze the differences in perceptions, knowledge, and utilization of athletic training and its services, comparing athletes with and without exposure to athletic training while in high school. Ten NCAA Division III athletes from a variety of sports were interviewed. Results show a lack of differences in responses between those with and without exposure to athletic trainers. Common themes emerged in both cohorts, such as the stigma with going to see an athletic trainer, a lack of knowledge and utilization for services, and the perceived need for the field.
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An Analysis of the Qualifications and Perceived Effectiveness of Athletic Directors in the Maryland Public Secondary School Athletic AssociationThe study identified through questionnaire format, the personal characteristics and professional qualifications of athletic directors in the member schools of the Maryland Public Secondary School Athletic Association. Also determined was the essentiality of the listed qualifications for the position of athletic director. The following was found about the responding athletic directors: 72.5 percent were between 30 and 49 years of age, 7.4 percent were female, and less than 6 percent were Negro. Additional findings were: 26 of the 47 qualifications were rated as essential, the rank-order of qualifications differed according to the size of the school, athletic directors and principals agreed on the essential qualifications, "related" education courses was the most important category, and intercollegiate and interscholastic athletic directors agreed on the order of essential qualifications for the position of athletic director. The athletic directors in the Maryland Public Secondary School Athletic Association were found to be well qualified in terms of general education, coaching experience, sports participation, and professional involvement, but not as well qualified in terms of administrative experience and "related" education courses.
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Knowledge Areas Necessary for Successful NCAA Division III Certified Athletic Trainers: NCAA Division III Certified Athletic Trainers’ PerceptionsNCAA 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.
