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K. Andrew R. Richards and Michael A. Hemphill

voiced about the extent to which qualitative data analysis involving multiple analysts is truly integrative and collaborative, rather than reflective of multiple researchers working in relative isolation to produce different accounts or understandings of the data ( Moran-Ellis et al., 2006 ). Challenges

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Stephanie M. Mazerolle, Christianne M. Eason, Rhyan A. Lazar and James M. Mensch

We examined factors that have contributed to career longevity in the profession of athletic training in the NCAA Division I setting. Longevity is an important topic for athletic trainers, as many depart the setting for various reasons, and viability of a lifelong career is often questioned. Fourteen (11 males and 3 females) athletic trainers who have worked in NCAA Division I athletics for 15 years or more volunteered to participate in this study and completed one-on-one phone interviews. An inductive analysis was completed. Data saturation was reached with our sample, and we completed member checks and multiple analyst triangulation. Our results showed having a passion for the role and job, having an acceptance of the athletics lifestyle, having a support network, and having family and work integration were the major reasons our participants have been able to persist as an athletic trainer within the NCAA Division I setting.

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Stephanie M. Mazerolle and Chantel Hunter

The professional sport setting requires athletic trainers to work long hours, spend days on the road, and adhere to schedules made by others. These job expectations can lead to a reduction in work-life balance, and recent evidence suggests that role strain and reduced professional commitment are present. At this time, work-life balance of the professional sport athletic trainer has not been examined. Twenty-seven male athletic trainers who represented four major professional sports (NFL, NBA, MLB, NHL) participated in the study. We collected data online by asking our participants to respond to a series of demographic, Likert-scaled, and open-ended questions. Means and standard deviations were calculated for Likert scale data and scores were compiled for each question. All qualitative data from the online interviews were coded following a general inductive approach. Data source triangulation was the primary credibility strategy, followed by peer review and multiple analyst triangulation. Mean scores were 40.5 ± 6.6 for work-family/personal life conflict. Two major themes emerged from our data: barriers and facilitators. Barriers speak to those aspects of the role of the athletic trainer in the professional setting that limit work-life balance. Facilitators speak to those strategies and practices that stimulated work-life balance for our participants. The professional sports setting can be demanding and stimulate conflict, but, with support garnered from the organization and supportive spouses, balance can be gained.

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Stephanie M. Mazerolle, Thomas G. Bowman and Carrie Fister

Context:

Athletic training majors are at risk for experiencing elevated stress, frustrations, and eventual burnout. Evidence suggests that stressors can accumulate over time, but academic standing can plausibly influence experiences with stress.

Objective:

Gain information related to coping strategies used by athletic training majors to manage their stress and frustrations to prevent burnout.

Design:

Online qualitative study.

Setting:

Athletic training programs.

Patients or Other Participants:

10 sophomores, 9 juniors, and 4 seniors completed the online questionnaire. The athletic training majors were recruited from four institutions with accredited programs.

Data Collection and Analysis:

Data were collected in March 2013 via asynchronous online interviewing via QuestionPro. All participants responded to the same set of 25 questions and data were analyzed following a general inductive approach. The questionnaire was reviewed by a peer and piloted. Multiple analyst coding was completed.

Results:

We identified an overarching theme of personal coping strategies, which athletic training majors used to manage and cope with their stressors. These strategies were simply considered outside the confines of the athletic training program itself, and included outside support networks, physical outlets, and time management skills. We acknowledged athletic training majors also employed stress-relieving strategies that were facilitated within or by the athletic training program itself. Specifically, our participants noted that they received support from peer and programmatic personnel (preceptors, faculty).

Conclusions:

Athletic training majors must develop personal strategies that can help them best alleviate their stressors, but also must have strong support in place especially within their athletic training programs. We recommend that athletic training majors reflect upon what strategies work best for them and to find hobbies and personal interests that help them de-stress and rejuvenate from their demanding workloads.

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Richard J. Boergers, Thomas G. Bowman, Nicole Sgherza, Marguerite Montjoy, Melanie Lu and Christopher W. O’Brien

We used multiple analyst triangulation and peer review to ensure trustworthiness. To create the framework, three members of the research team (MM, ML, NS) independently developed themes by coding the data line by line and condensing the codes into categories. 18 The three engaged in conversations

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Jun-Hyung Baek, Emily Jones, Sean Bulger and Andrea Taliaferro

transcript accurately represented their experiences, perceptions, feelings, and thoughts regarding the research questions. Multiple analyst triangulation and peer debriefing sessions were also performed to establish trustworthiness. For example, multiple analysts read through the transcripts and identified

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Sara L. Nottingham

Trustworthiness mechanisms included peer-review of the interview guide, member-checks, multiple-analyst triangulation, and data source triangulation via both preceptor and student perspectives. 16 Results Analysis revealed two themes related to clinical supervision of students and their experiences with BIE

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Jessica Barrett, Alicia Pike and Stephanie Mazerolle

categories, 30 a process completed by grouping our codes together to reflect similar concepts. Our first credibility strategy included multiple analyst triangulation, which involved two researchers evaluating the data independently and coming together to compare the process. Prior to the analysis, we agreed

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Trevor Cote, Amy Baltzell and Robert Diehl

. Furthermore, there was ongoing reflection during the data collection and analysis between the authors to prevent undue research bias from influencing the results. Second, triangulation was used, having multiple analysts code and interpret the data. From the start of the data-collection process, the second and

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K. Andrew R. Richards, Chad M. Killian, Christopher J. Kinder, Kaizeen Badshah and Casey Cushing

of methodological decisions intended to enhance the quality of the research design ( Lincoln & Guba, 1985 ). Researcher triangulation was facilitated by involving multiple analysts in the data analysis process. Peer debriefing occurred during key points in the data analysis process, as the members of