Director, Entry-Level Athletic Training, Department of Kinesiology, University of Connecticut, 2095 Hillside Road, U-1110, Storrs, CT 06269-1110, USA.
J Athl Train. 2012 Nov-Dec;47(6):679-93. doi: 10.4085/1062-6050-47.5.16.
Career opportunities for athletic training students (ATSs) have increased substantially over the past few years. However, ATSs commonly appear to be opting for a more diversified professional experience after graduation. With the diversity in available options, an understanding of career decision is imperative.
To use the theoretical framework of socialization to investigate the influential factors behind the postgraduation decisions of senior ATSs.
Qualitative study.
Web-based management system and telephone interviews.
Twenty-two ATSs (16 females, 6 males; age = 22 ± 2 years) who graduated in May 2010 from 13 different programs accredited by the Commission on Accreditation of Athletic Training Education.
All interviews were transcribed verbatim, and the data were analyzed inductively. Data analysis required independent coding by 2 athletic trainers for specific themes. Credibility of the results was confirmed via peer review, methodologic triangulation, and multiple analyst triangulation.
Two higher-order themes emerged from the data analysis: persistence in athletic training (AT) and decision to leave AT. Faculty and clinical instructor support, marketability, and professional growth were supporting themes describing persistence in AT. Shift of interest away from AT, lack of respect for the AT profession, compensation, time commitment, and AT as a stepping stone were themes sustaining the reasons that ATSs leave AT. The aforementioned reasons to leave often were discussed collectively, generating a collective undesirable outlook on the AT profession.
Our results highlight the importance of faculty support, professional growth, and early socialization into AT. Socialization of pre-AT students could alter retention rates by providing in-depth information about the profession before students commit in their undergraduate education and by helping reduce attrition before entrance into the workforce.
在过去的几年中，运动训练学生（ATS）的职业机会大大增加。然而，ATS 毕业后似乎普遍选择更多样化的专业经验。随着可供选择的多样性，对职业决策的理解是必不可少的。
使用社会化的理论框架来调查影响高级 ATS 毕业后决策的因素。
定性研究。
基于网络的管理系统和电话访谈。
22 名 ATS（16 名女性，6 名男性；年龄=22±2 岁），他们于 2010 年 5 月毕业于 13 个不同的由运动训练教育认证委员会认证的项目。
所有访谈均逐字转录，数据进行归纳分析。数据分析需要由 2 名运动训练师对特定主题进行独立编码。通过同行评审、方法学三角测量和多个分析师三角测量来确认结果的可信度。
从数据分析中出现了两个更高阶的主题：在运动训练（AT）中的坚持和离开 AT 的决定。教师和临床讲师的支持、市场性和专业成长是支持坚持 AT 的主题。对 AT 的兴趣转移、对 AT 专业的不尊重、薪酬、时间承诺以及将 AT 作为垫脚石是支持 ATS 离开 AT 的主题。离开 AT 的上述原因通常会被集体讨论，从而对 AT 专业产生集体的不良看法。
我们的结果强调了教师支持、专业成长和早期社会化在 AT 中的重要性。对预 AT 学生的社会化可以通过在学生本科教育中提供有关该专业的深入信息并通过帮助减少进入劳动力市场前的流失率来提高保留率。
