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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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Stephanie M. Mazerolle, William A. Pitney and Ashley Goodman

Edited by Jatin Ambegaonkar


Retention factors for athletic trainers (ATs) generally include autonomy, work-life balance, and job satisfaction, but little is known specifically about the position of Head AT.


To investigate factors that influence retention of the Head AT in a leadership role.


A qualitative study that employed structured interviews.

Patients or Other Participants:

18 Head ATs (13 males, 5 females; 44 ± 8 years of age; 22 ± 7 years of experience in the role) participated.

Data Collection and Analysis:

Participants responded to a series of questions presented through an online interview. The data were analyzed through a general inductive approach.


Two key retention factors that were identified by the analysis were enjoyment of the work setting and professional motivation.


Head ATs remain in their positions due to rewarding relationships with staff members and student-athletes. A commitment to lifelong learning for professional development also exerts a positive influence for retention.

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Stephanie M. Mazerolle and Chantel Hunter

in coaching I: a top-down perspective . J Sport Manag . 2007 ; 21 ( 3 ): 377 – 406 . doi:10.1123/jsm.21.3.377 10.1123/jsm.21.3.377 16. Mazerolle SM , Eason CM , Pitney WA . Athletic trainers’ barriers to maintaining professional commitment in the collegiate setting . J Athl Train . 2015

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Stephanie M. Mazerolle, Thomas G. Bowman and Jessica L. Barrett

The commissioners of the Commission on Accreditation of Athletic Training Education (CAATE) and the Board of Directors of the National Athletic Trainers’ Association (NATA) have acted to move the professional degree in athletic training from a bachelor’s degree to a graduate degree. The decision was largely based upon growth of the profession and aligning with the face of healthcare education. Therefore, we wanted to understand the perceived benefits of the graduate model. Using a qualitative paradigm, we electronically interviewed 29 students and faculty members (13 athletic training faculty and program directors, 16 students) currently in Professional Masters Athletic Training Programs (PM ATP). These represented 13 of the 29 (45%) CAATE-accredited PM ATPs. Five themes emerged from the data: (1) engagement and time spent in clinical education allows students to prepare for their roles as athletic trainers, (2) faculty stress the importance of interprofessional education, (3) expecting prior foundational knowledge allows focused education training at the graduate level, (4) increased professional commitment to stay in athletic training rather than use the training/education as a stepping-stone to other career paths, and (5) higher student maturity facilitates deeper learning. Based on these results, the perceived benefits of the PM ATP model are multifactorial.

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Emily A. Hall, Dario Gonzalez and Rebecca M. Lopez

attempt to influence medical decision making and the hiring and firing of athletic trainers. 5 , 7 , 9 , 10 In addition, many athletic trainers have cited issues related to their organizational infrastructure that have negatively impacted their professional commitment and satisfaction. 5 , 7 , 9 , 10

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Stephanie M. Mazerolle, Christianne M. Eason and Ashley Goodman

. 40 , 41 Job satisfaction and burnout are important facilitators to professional commitment and longevity, 3 , 6 therefore, if an athletic trainer is able to efficiently manage their stress because of their emotional stability (i.e., resilience, affect, hardiness), then it would seem likely that

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Amelia Mays Woods and Suzan F. Ayers

. Higher education leaders recognize the importance of student retention and implement strategies to increase students’ sense of affiliation and belonging within the university environment ( Pokorny, Holley, & Kane, 2017 ). Specific to teacher education students, professional commitment during the

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Alessandro Quartiroli, Sharon M. Knight, Edward F. Etzel and Rebecca A. Zakrajsek

recognized the importance of being aware and respectful of their own boundaries, including learning to say “no,” as a strategy to choose the professional commitments (e.g., clientele and settings) they prefer. Typical Living and practicing spirituality The participants recognized that integrating

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Sara L. Nottingham

athletic training students’ development of professional commitment . Athl Train Educ J . 2015 ; 10 ( 2 ): 138 – 145 . doi:10.4085/1002138 10.4085/1002138 19. Hollett N , Brock S , Hinton V . Bug-in-ear technology to enhance preservice teacher training: peer versus instructor feedback . Int J

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André Luiz Galvim, Isabela Martins Oliveira, Tatiane Vieira Martins, Leonardo Moreira Vieira, Natália Caroline Cerri, Natália Oiring de Castro Cezar, Renata Valle Pedroso and Grace Angélica de Oliveira Gomes

factors related to higher dropout rates in adults as opposed to older adults is that the former face family and professional commitments, among others, whereas older adults, as they grow older, face fewer commitments and have more time to dedicate to PA. As for BMI analysis, it was observed that obese