Thrasher Ashley B, Walker Stacy E, Hankemeier Dorice A, Pitney William A
School of Physical Education, Sport, and Exercise Science, Ball State University, Muncie, IN;
J Athl Train. 2015 Mar;50(3):321-33. doi: 10.4085/1062-6050-49.3.67. Epub 2014 Oct 27.
Many newly credentialed athletic trainers gain initial employment as graduate assistants (GAs) in the collegiate setting, yet their socialization into their role is unknown. Exploring the socialization process of GAs in the collegiate setting could provide insight into how that process occurs.
To explore the professional socialization of GAs in the collegiate setting to determine how GAs are socialized and developed as athletic trainers.
Qualitative study.
Individual phone interviews.
Athletic trainers (N = 21) who had supervised GAs in the collegiate setting for a minimum of 8 years (16 men [76%], 5 women [24%]; years of supervision experience = 14.6 ± 6.6).
Data were collected via phone interviews, which were recorded and transcribed verbatim. Data were analyzed by a 4-person consensus team with a consensual qualitative-research design. The team independently coded the data and compared ideas until a consensus was reached, and a codebook was created. Trustworthiness was established through member checks and multianalyst triangulation.
Four themes emerged: (1) role orientation, (2) professional development and support, (3) role expectations, and (4) success. Role orientation occurred both formally (eg, review of policies and procedures) and informally (eg, immediate role immersion). Professional development and support consisted of the supervisor mentoring and intervening when appropriate. Role expectations included decision-making ability, independent practice, and professionalism; however, supervisors often expected GAs to function as experienced, full-time staff. Success of the GAs depended on their adaptability and on the proper selection of GAs by supervisors.
Supervisors socialize GAs into the collegiate setting by providing orientation, professional development, mentoring, and intervention when necessary. Supervisors are encouraged to use these socialization tactics to enhance the professional development of GAs in the collegiate setting.
许多新获得资质的运动训练师最初以研究生助理（GA）的身份在大学环境中就业，然而他们融入自身角色的社会化过程尚不清楚。探索大学环境中GA的社会化过程可以深入了解这一过程是如何发生的。
探讨大学环境中GA的职业社会化，以确定GA如何作为运动训练师进行社会化和发展。
定性研究。
个人电话访谈。
在大学环境中监督GA至少8年的运动训练师（N = 21）（16名男性[76%]，5名女性[24%]；监督经验年限 = 14.6 ± 6.6）。
通过电话访谈收集数据，访谈进行录音并逐字转录。由一个4人共识团队采用共识定性研究设计对数据进行分析。团队独立对数据进行编码并比较观点，直至达成共识，并创建了一个编码手册。通过成员核对和多分析师三角验证建立了可信度。
出现了四个主题：（1）角色定位，（2）专业发展与支持，（3）角色期望，（4）成功。角色定位通过正式方式（如政策和程序审查）和非正式方式（如立即沉浸于角色）发生。专业发展与支持包括主管在适当时候进行指导和干预。角色期望包括决策能力、独立执业和专业素养；然而，主管通常期望GA能像经验丰富的全职员工一样工作。GA的成功取决于他们的适应能力以及主管对GA的恰当选拔。
主管通过提供定位、专业发展、指导和必要时的干预，使GA融入大学环境。鼓励主管运用这些社会化策略来促进大学环境中GA的专业发展。
