Division of Intercollegiate Athletics and Department of Kinesiology, University of Wisconsin, Madison WI 53711.
J Athl Train. 1998 Jan;33(1):54-61.
To 1) examine the commitment of head athletic trainers to their intercollegiate work environments, 2) develop a model that better reflects the head athletic trainer's daily work setting, and 3) use new techniques to describe the various ways head athletic trainers demonstrate commitment to their organizations.
Organizational commitment (OC) surveys were sent to 461 head athletic trainers identified for the sample. A response rate of 71.5% (330/461) was obtained from the mail survey.
A proportional random sample of head athletic trainers was taken from a population identified in the National Association of Collegiate Directors of Athletics (NACDA) directory of intercollegiate athletics as Division I, II, and III institutions.
Returned OC surveys were analyzed using descriptive and inferential statistics for all demographic and OC variables. Exploratory cluster analysis was performed to examine naturally clustering groups.
Exploratory cluster analysis revealed five naturally clustering groups that represent the head athletic trainers' patterns of commitment across the specific organizational targets. Paired t tests indicated that the continuance commitment scores were significantly lower than the affective and normative scores across the sample. Analysis of variance tests indicated significant differences for specific commitment dimensions based on gender and NCAA division demographics. Beyond that, the five-cluster solution revealed no particular demographic characteristics that predisposed individuals to specific clusters.
THE FINDINGS REINFORCE A CENTRAL THEME IN INTERCOLLEGIATE ATHLETIC TRAINING: that student-athletes and student athletic trainers are the primary focus of the head athletic trainers' commitment. Positive attachment and obligation directed toward student-athletes and student athletic trainers link the five clusters. Commitment patterns in areas other than student-athletes and student athletic trainers define the cluster membership or head athletic trainer "type" presented in this study. In addition, specific commitment differences based on gender and NCAA division may warrant further investigation.
1）考察首席运动训练师对其校际工作环境的投入程度，2）建立一个更能反映首席运动训练师日常工作环境的模型，3）运用新技术来描述首席运动训练师对其组织表现出承诺的各种方式。
向 461 名首席运动训练师发送了组织承诺（OC）调查问卷，对邮寄调查的回复率为 71.5%（330/461）。
从全国大学体育协会主任协会（NACDA）的校际体育名录中确定的一个群体中抽取了首席运动训练师的比例随机样本，这些样本来自 I 级、II 级和 III 级机构。
使用描述性和推论统计方法对所有人口统计学和 OC 变量进行了分析。进行探索性聚类分析以检查自然聚类群体。
探索性聚类分析显示，五个自然聚类群体代表了首席运动训练师在特定组织目标上的承诺模式。配对 t 检验表明，在整个样本中，继续承诺得分明显低于情感和规范得分。方差分析检验表明，基于性别和 NCAA 分区人口统计学，特定承诺维度存在显著差异。除此之外，五聚类解决方案并没有显示出个人倾向于特定聚类的特定人口统计学特征。
这些发现强化了校际运动训练中的一个核心主题：即学生运动员和学生运动训练师是首席运动训练师承诺的主要关注点。对学生运动员和学生运动训练师的积极依恋和义务将这五个群体联系在一起。在学生运动员和学生运动训练师之外的其他领域的承诺模式定义了本研究中提出的群体成员或首席运动训练师“类型”。此外，基于性别和 NCAA 分区的特定承诺差异可能需要进一步调查。
