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PRINCIPLES OF ATHLETIC TRAINING 15TH EDITION PDF

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Principles Of Athletic Training 15th Edition Pdf

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However, athletic training textbooks have stated only that an athletic training facility should be large enough to meet the needs of the sports medicine program and should be organized in a manner that takes advantage of the space available. Although it has been theorized that institutions at higher levels of competition would have larger and better-equipped facilities, 15 to date, no known studies have quantitatively assessed the differences in athletic training facilities by level of competition ie, NCAA, NAIA.

Judge et al 16 examined NCAA DI strength and conditioning facilities and found that significant differences in facilities and staffing existed based on football status.

Institutions sponsoring a football program reported more numerous and larger spaces for strength and conditioning. Based on these results, it is reasonable to infer that differences in the number and size of athletic training facilities based on level of competition will exist.

The Size and Scope of Collegiate Athletic Training Facilities and Staffing

We also assessed overall facility satisfaction and whether significant differences in facilities ie, number of facilities, size of facilities, storage space, office space or staffing ie, full time, part time, athletic training student, work-study student existed among the competition levels.

It was also hypothesized that personnel at DI institutions would have greater overall satisfaction with their facilities than those at all other levels of competition. To recruit participants, we first developed an e-mail list of persons responsible for overseeing athletic training services eg, director of sports medicine, head AT, associate athletic director at institutions governed by the NCAA and the NAIA by reviewing publicly accessible Web sites.

This review identified valid e-mail addresses for persons responsible for overseeing athletic training services at all levels of the NCAA and the NAIA. A recruitment e-mail was then sent to all potential participants explaining the purpose of the study, providing informed consent information, and including a hyperlink to the online survey. Two reminder e-mails were sent to the same e-mail list at 2-week intervals.

The hyperlink in the recruitment e-mail directed participants to an informed consent page.

This page explained the study's purpose and indicated that participants would not be asked for any identifiable information that would link them to the responses provided. The page also stated that participants could discontinue the survey at any time and were free to skip any question in the survey.

Lastly, the informed consent page made clear that only the AT overseeing athletic training services should complete the survey and that no incentive would be provided for participating in the study. To limit duplicate responses, settings were established in the survey software that limited 1 Internet protocol address to 1 survey entry.

At the end of the data-collection period, we reviewed all surveys to determine both the completeness of responses and whether any duplicate entries existed. We identified 1 response from an AT who did not meet the inclusion criteria and 10 sets of identical responses. These responses were subsequently removed, resulting in a total of responses from the valid e-mail addresses contacted.

An additional 45 responses were removed because they failed to fully answer the questions assessing the square footage of their facilities. Removing these responses resulted in a sample of to be used for analyses and a validated response rate of Instrumentation Survey Development. Questions examining the size and scope of athletic training facilities were created by a facilities expert and a certified AT.

To increase face validity and clarity, an initial version of the survey was reviewed by 1 athletic training educator, 1 head AT, and 1 facilities context expert. This review identified several minor errors eg, formatting problems, typographical errors that were subsequently revised.

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Then the instrument was pilot tested among a small sample of collegiate ATs. This process identified potential confusion in the wording of some questions and confirmed that the survey could be completed in the desired time frame.

Revisions were made based on the feedback received, and the final version of the survey was submitted for institutional review board approval.

The psychometric properties of the survey were not assessed. Survey Overview.

We assessed the size and scope of athletic training staffing and facilities at various levels of collegiate competition using a question survey. The online survey was distributed using Qualtrics Provo, UT survey software.

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The survey included questions to assess various aspects of the athletic training facilities that existed at the institution. The portions of the survey that are relevant to the present study are discussed here. Participants responded to questions that assessed their age, sex, and level of education ie, highest degree completed.

Participants were also asked to report their current title eg, director of sports medicine, head AT , time in the current position, time at the current institution, and years of work experience as a certified AT.

Characteristics of Athletic Department. Participants were asked to supply the total numbers of varsity student-athletes and men's and women's varsity teams being provided athletic training services. Finally, participants indicated if their school sponsored a varsity football program. Those answering in the affirmative categorized the team's level of competition ie, FBS, Football Championship Subdivision, other.

Those indicating other as a response option were provided an open text box to manually enter the level of competition. Participants were queried about the size of their staffs. First, respondents were requested to identify the number of full-time Board of Certification BOC —certified ATs currently employed at their institution.

Then, they were asked for the number of BOC-certified graduate-assistant or intern ATs currently under contract at their institution, along with the number of part-time BOC-certified ATs serving on their staff.

Noncertified staffing was also recorded. Participants were asked to report the number of athletic training students from Commission on Accreditation of Athletic Training Education [CAATE]—accredited programs only and work-study students called upon. Responses were entered manually into a text box. Central Athletic Training Facilities. Participants were questioned as to the number and size of their central athletic training facilities.

For the purposes of this study, a central athletic training facility was defined as any space that served at least athletes and multiple certified ATs with a full complement of equipment eg, modalities, exercise equipment and that was used on a regular basis. For institutions that did not have student-athletes, the central facility was considered the one in which the majority of patients were provided athletic training services.

Participants first entered the number of central athletic training facilities at their institution using a manual text-box entry. Then, respondents were asked to approximate the square footage of the facility or facilities. To assist participants in making more accurate estimations, contextual examples were included within the survey, such as the exact square footage of a football field goal line to goal line , a football end zone, a collegiate basketball court, and the lane on a collegiate basketball court.

After reviewing these examples, participants entered the square footage of each central athletic training facility in a text box. The best part? As a Chegg Study subscriber, you can view available interactive solutions manuals for each of your classes for one low monthly price. Why download extra books when you can get all the homework help you need in one place? You bet! Just post a question you need help with, and one of our experts will provide a custom solution. You can also find solutions immediately by searching the millions of fully answered study questions in our archive.

You can download our homework help app on iOS or Android to access solutions manuals on your mobile device. Asking a study question in a snap - just take a pic. Textbook Solutions. Principles of Athletic Training 15th Edition Edit edition. Looking for the textbook?

We have solutions for your book! Step-by-step solution:. JavaScript Not Detected. Comment 0. The common points that have existed between the Greek as well Roman civilizations and athletic training in modern day, is as follows: View a full sample.In the collegiate setting, the size of the patient population has grown significantly during the past 3 decades. To limit duplicate responses, settings were established in the survey software that limited 1 Internet protocol address to 1 survey entry.

In significant ANOVA models, Tukey post hoc analyses were calculated when equal variances were assumed and Tamhane post hoc analyses were used when equal variances were not assumed. The hyperlink in the recruitment e-mail directed participants to an informed consent page.

Textbook Solutions.

After using this text the student should be able to apply the appropriate techniques and concepts in the day-to-day performance of his or her job as an athletic trainer.

Plus, we regularly update and improve textbook solutions based on student ratings and feedback, so you can be sure you're getting the latest information available.

Test Bank for Principles of Athletic Training 15th Edition by Prentice

Table 1. Hit a particularly tricky question? Over an extended time period, sports had been developed in a form of competition such that the means of competing would be non harmful along with being peaceful.