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The psychosocial content area in athletic training education: Perceptions of athletic training educators and outcomes in athletic training students.

机译：运动训练教育中的社会心理内容领域：运动训练教育者的感知和运动训练学生的成绩。

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摘要

Athletic trainers are often a significant source of support for athletes coping with psychosocial issues, both in terms of directly assisting the athlete through psychosocial interventions (e.g., goal setting, motivations) and offering access to other resources (i.e., mental health counseling referrals), as well as providing various types of social support (Barefield & McCallister, 1997; Robbins & Rosenfeld, 2001; Tracey, 2008). Moreover, athletic training education includes a specific content area, Psychosocial Strategies and Referral, to prepare students to meet the athletes' needs. Athletic trainers (ATs) have expressed an interest in, and increasing acceptance of, the use of psychological skills with athletes who are injured (Clement, Granquist & Arvenin-Barrow, 2013; Cramer Roh & Perna, 2000; Hamson-Utley, Martin & Walters, 2008; Larson, Starky & Zaichowsky, 1996). However, ATs often feel underprepared to assist athletes through the use of psychological skills (Stiller-Ostrowski & Ostrowski, 2009; Moulton, Molstad, & Turner, 1997; Misasi, Davis, Morin, & Stockman, 1996).;This study aims to further understand the gap between required athletic training education and feelings of lack of preparedness on behalf of athletic training students. To that end, athletic training Program Directors, Preceptors, and Students were surveyed regarding five specific psychosocial competencies. It was found that while there was no difference in how Program Directors value the selected competencies, there was differentiation among both Preceptors and Students. Students value, feel prepared to use, and are more likely to use competencies PS6, PS7 and PS8, but not PS9 or PS10. Preceptors also valued PS9 and PS10 the least. For Preceptors, modeling the behavior was the strongest predictor of competency value. Multiple regressions were run to determine predictors of student values, preparedness, and likelihood of use. Results were inconsistent across competencies, however where the competency is taught and the value of the Program Director for that competency emerged the most often as significant predictors. Lastly, a regression was run to predict students' likelihood of using a competency from value and preparedness. Across all competencies, value and preparedness were significantly predictive of likelihood of use, and in only one competency was value the only predictor. Results indicate that more research is necessary to understand student values of competencies as well as the influence of clinical instructors on educational experiences. Implications of the results and directions for further research are discussed.
机译：运动训练员通常是运动员应对心理社会问题的重要支持来源，既可以通过心理社会干预直接帮助运动员（例如目标设定，动机），又可以提供其他资源（例如心理健康咨询推荐），以及提供各种类型的社会支持（Barefield＆McCallister，1997； Robbins＆Rosenfeld，2001； Tracey，2008）。此外，运动训练教育包括特定的内容领域，社会心理策略和推荐，以使学生满足运动员的需求。运动训练员（ATs）对受伤的运动员使用心理技巧表示了兴趣并得到越来越多的接受（Clement，Granquist和Arvenin-Barrow，2013年； Cramer Roh和Perna，2000年； Hamson-Utley，Martin和Walters，2008； Larson，Starky＆Zaichowsky，1996）。然而，AT常常感到准备不足，无法通过使用心理技能来帮助运动员（Stiller-Ostrowski和Ostrowski，2009； Moulton，Molstad和Turner，1997； Misasi，Davis，Morin和Stockman，1996）。进一步了解所需的运动训练教育与代表运动训练学生的准备不足感之间的差距。为此，对运动训练计划主任，教官和学生进行了调查，涉及五种特定的社会心理能力。结果发现，尽管计划总监对所选能力的重视程度没有差异，但在主持人和学生之间却存在差异。学生重视，准备使用，并且更有可能使用能力PS6，PS7和PS8，但不能使用PS9或PS10。接受者对PS9和PS10的评价也最低。对于Preceptor，对行为进行建模是能力价值的最强预测指标。运行多元回归来确定学生价值，准备和使用可能性的预测指标。各个能力的结果不一致，但是，在教授能力的情况下，计划主任对该能力的价值最经常地作为重要的预测因素出现。最后，进行了回归分析，以根据价值和准备情况预测学生使用能力的可能性。在所有能力中，价值和准备充分地预测了使用可能性，并且只有一项能力是唯一的预测因素。结果表明，需要更多的研究来理解学生的能力价值以及临床教师对教育经验的影响。结果的含义和进一步研究的方向进行了讨论。

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  • 作者

    Washington, Leah M.;

  • 作者单位

    The University of North Carolina at Greensboro.;

  • 授予单位 The University of North Carolina at Greensboro.;
  • 学科 Kinesiology.
  • 学位 Ph.D.
  • 年度 2016
  • 页码 166 p.
  • 总页数 166
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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