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首页> 外文期刊>Journal of athletic training >Graduate Assistant Athletic Trainers' Perceptions of the Supervisor's Role in Professional Socialization: Part II
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Graduate Assistant Athletic Trainers' Perceptions of the Supervisor's Role in Professional Socialization: Part II

机译：研究生助理体育教练对主管在职业社交中的作用的认识：第二部分

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Context:?Many new athletic trainers (ATs) obtain graduate-assistant (GA) positions to gain more experience and professional development while being mentored by a veteran AT; however, GA ATs' perceptions of the supervisor's role in professional development are unknown. Objective:?To explore the supervisor's role in the professional development of GAs in the collegiate setting. Design:?Qualitative study. Setting:?Phone interviews. Patients or Other Participants:?A total of 19 collegiate GAs (15 women, 4 men; average age 23 ± 0.15 years; National Collegiate Athletic Association Division I = 13, II = 3, III = 2; National Association of Intercollegiate Athletics = 2; postprofessional athletic training program = 5). Data Collection and Analysis:?Data were collected via phone interviews and transcribed verbatim. Interviews were conducted until data saturation occurred. Data were analyzed through phenomenologic reduction. Trustworthiness was established via member checks and peer review. Results:?Three themes emerged: (1) GAs' expectations of supervisors, (2) professional development, and (3) mentoring and support. Participants expected their supervisors to provide mentorship, support, and feedback to help them improve their athletic training skills, but they also realized supervisors were busy with patient care responsibilities. Most participants felt their supervisors were available, but others believed their supervisors were too busy to provide support and feedback. Participants felt their supervisors provided professional development by teaching them new skills and socializing them into the profession. Furthermore, they thought their supervisors provided mentorship professionally, personally, and clinically. Supervisors supported the participants by standing behind them in clinical decisions and having open-door policies. Conclusions:?The graduate assistantship allows new ATs to gain experience while pursuing professional development, mentorship, and support from a supervisor. The extent of development is highly dependent on the supervisor, but most supervisors mentor GAs. When looking for graduate assistantships, future GAs should seek positions in which supervisors actively provide mentoring and professional development.
机译：背景：许多新的运动训练员（AT）都获得了研究生助理（GA）的职位，以在经验丰富的AT指导下获得更多经验和专业发展;但是，GA AT对主管在职业发展中所扮演角色的看法尚不清楚。目的：探讨主管在大学环境下GA在职业发展中的作用。设计：定性研究。设置：电话面试。患者或其他参与者：总共19个大学GA（15名女性，4名男性;平均年龄23±0.15岁;国家大学体育协会I分科= 13，II = 3，III = 2;国家大学间体育协会= 2 ;专业运动训练计划= 5）。数据收集和分析：通过电话采访收集数据并逐字记录。进行访谈直到数据饱和。通过现象学还原分析数据。通过成员检查和同行评审来建立信任度。结果：出现了三个主题：（1）GA对主管的期望，（2）专业发展，以及（3）指导和支持。参与者希望其上司提供指导，支持和反馈，以帮助他们提高运动训练技能，但他们也意识到上司正在忙于患者护理职责。大多数参与者认为上司有空，但其他人则认为上司太忙而无法提供支持和反馈。参与者认为，他们的主管通过向他们传授新技能并将他们社交化为职业来提供专业发展。此外，他们认为上司在专业，个人和临床上提供指导。主管通过在临床决策方面支持他们并制定开放政策来支持他们。结论：研究生助学金可以使新的AT在寻求专业发展，指导和上级支持的同时获得经验。发展的程度高度依赖于主管，但是大多数主管指导GA。在寻找研究生助学金时，未来的GA应当寻找主管积极提供指导和专业发展的职位。

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