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Christopher M. Carr

This paper describes one psychologist’s professional journey providing clinical sport psychological services to student athletes, from training to first position, and on to current roles and responsibilities. Obstacles in providing psychological care to student-athletes in the intercollegiate setting are highlighted and an approach to overcoming these obstacles is articulated. Most importantly, this paper highlights the consequences of both interdisciplinary conflict within sport psychology and poorly trained professionals. The importance of ongoing professional development for both the individual practitioner and the field of sport psychology as a whole is thoroughly presented and discussed.

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Alison Gardiner

Column-editor : James M. Mensch and James M. Mensch

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Jana L. Fogaca, Jack C. Watson II and Sam J. Zizzi

trainees’ development, would be know-how (i.e., intake, treatment plan, and execution) and professional development (i.e., reflections, working principles, and coping with dilemmas). A weakness of this study, however, was that it relied on supervisees’ notes on what they would like to discuss in

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Dana K. Voelker and Justine J. Reel

The number of studies examining eating disorders and body image in sport has increased, although several major challenges associated with conducting this research must be addressed to continue growth. In this paper, we describe these challenges based on our professional experiences and the academic literature. Mistrust of researchers and the area of study, communication gaps, and factors that affect data quality are among the strong barriers discussed. However, we suggest that these challenges may be addressed by building stronger partnerships between researchers and practitioners and offer critical steps for developing meaningful professional relationships that will help move the field forward.

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Donna L. Goodwin and Brenda Rossow-Kimball

There has been little critical exploration of the ethical issues that arise in professional practice common to adapted physical activity. We cannot avoid moral issues as we inevitably will act in ways that will negatively affect the well-being of others. We will make choices, which in our efforts to support others, may hurt by violating dignity or infringing on rights. The aim of this paper is to open a dialogue on what constitutes ethical practice in adapted physical activity. Ethical theories including principlism, virtue ethics, ethics of care, and relational ethics provide a platform for addressing questions of right and good and wrong and bad in the field of adapted physical activity. Unpacking of stories of professional practice (including sacred, secret, and cover stories) against the lived experiences of persons experiencing disability will create a knowledge landscape in adapted physical activity that is sensitive to ethical reflection.

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Kathryn Longshore and Michael Sachs

Mindfulness-based research in sport has focused on athletes, while coaches remain unexplored. Research consistently shows that coaches experience high stress, which can lead to burnout, reduced performance, and emotional mismanagement. The present study developed and explored Mindfulness Training for Coaches (MTC), which is aimed at increasing mindfulness and emotional stability while reducing anxiety. Participants were 20 Division I coaches. The mixed-method design included trait and state measures of anxiety, mindfulness, and emotion, along with qualitative semistructured interviews. Trained coaches reported significantly less anxiety and greater emotional stability from pre- to posttraining. The state measures showed trained coaches were lower in anxiety and adverse emotions at each time point. Interviews showed six distinct positive impacts on coaches: anxiety and stress; emotions; mindfulness; coaching; athletes; and personal life. MTC is a promising intervention for coaches to reduce stress, improve well-being, and enhance coach-athlete interactions.

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Earn Your CEUs Through the NATA Professional Development Center It’s a reporting year, so now is the perfect time to take advantage of the 10 free CEU credits you receive with your NATA membership. The credits can be used toward the majority of the more than 300 courses offered in the NATA

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Stephanie M. Mazerolle and Chantel Hunter

Professional commitment has been studied in multiple settings, yet little is known about the professional sport setting. A total of 27 male athletic trainers, employed full time in the professional sport setting, participated in this study. Our participants were 34 years old (range 30–58), with 21 ± 7 years of experience as a certified athletic trainer, and more than 17 ± 7 years of experience in the professional setting. We conducted online asynchronous interviews. All data were analyzed following an interpretative approach. Data saturation was met, and we used a peer review and researcher triangulation. Barriers to professional commitment included time away from family/home and negative work environment. The facilitators to professional commitment were competition, positive work environment, and off-season professional development. The professional sport setting is unique, much like the collegiate setting, and thus our findings highlight that time away and a negative workplace atmosphere can reduce an athletic trainer’s commitment. Commitment to the profession, however, is enhanced within this setting because of the chance to be around the high level of competition, as well as the chance to have time for professional development.

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NATA Professional Development Center is Always Open With 2019 being a reporting year, don’t forget to visit the NATA Professional Development Center (PDC) to earn CEUs. Although the deadline is Dec. 31, the PDC is open year-round and offers a wide range of courses on topics you encounter in your