高校环境中促进运动训练师职业承诺的因素
Athletic trainers' facilitators of professional commitment in the collegiate setting.
作者信息
Eason Christianne M, Mazerolle Stephanie M, Pitney William A
机构信息
Department of Kinesiology, Athletic Training Program, University of Connecticut, Storrs;
出版信息
J Athl Train. 2015 May;50(5):516-23. doi: 10.4085/1062-6050-50.1.02. Epub 2015 Mar 11.
CONTEXT
Professional responsibility, rewards and respect, and time for rejuvenation are factors supporting professional commitment for athletic trainers (ATs) in the high school setting. The inherent complexities of an occupational setting can mitigate perceptions of professional commitment. Thus far, evidence is lacking regarding professional commitment for ATs in other occupational settings.
OBJECTIVE
To extend the literature on professional commitment of the AT to the collegiate setting.
DESIGN
Qualitative study.
SETTING
Collegiate.
PATIENTS OR OTHER PARTICIPANTS
Thirty-three Board of Certification-certified ATs employed in the collegiate setting (National Collegiate Athletic Association Division I = 11, Division II = 9, Division III = 13) with an average of 10 ± 8 years of clinical experience volunteered. Data saturation guided the total number of participants.
DATA COLLECTION AND ANALYSIS
Online journaling via QuestionPro was used to collect data from all participants. Two strategies, multiple-analyst triangulation and peer review, were completed to satisfy data credibility. Data were evaluated using a general inductive approach.
RESULTS
Likert-scale data revealed no differences regarding levels of professional commitment across divisions. Two themes emerged from the inductive-content analysis: (1) professional responsibility and (2) coworker support. The emergent theme of professional responsibility contained 4 subthemes: (1) dedication to advancing the athletic training profession, (2) ardor for job responsibilities, (3) dedication to the student-athlete, and (4) commitment to education. Our participants were able to better maintain their own professional commitment when they felt their coworkers were also committed to the profession.
CONCLUSIONS
The collegiate ATs investigated in this study, regardless of division, demonstrated professional commitment propelled by their aspiration to advance the profession, as well as their dedication to student-athletes and athletic training students. Maintaining commitment was influenced by a strong sense of coworker support.
背景
职业责任感、回报与尊重以及恢复精力的时间是支持高中体育教练职业承诺的因素。职业环境的内在复杂性可能会削弱职业承诺感。到目前为止，缺乏关于其他职业环境中体育教练职业承诺的证据。
目的
将体育教练职业承诺的文献扩展到大学环境。
设计
定性研究。
地点
大学。
患者或其他参与者
33名在大学环境中受雇的获得认证委员会认证的体育教练（全国大学体育协会第一分区 = 11名，第二分区 = 9名，第三分区 = 13名），平均有10 ± 8年临床经验，自愿参与。数据饱和指导了参与者的总数。
数据收集与分析
通过QuestionPro进行在线日志记录以收集所有参与者的数据。完成了两种策略，即多分析师三角测量法和同行评审，以确保数据可信度。使用一般归纳法评估数据。
结果
李克特量表数据显示各分区的职业承诺水平没有差异。归纳内容分析产生了两个主题：（1）职业责任感和（2）同事支持。职业责任感这一新兴主题包含4个子主题：（1）致力于推进体育教练职业，（2）对工作职责的热情，（3）对学生运动员的奉献，以及（4）对教育的承诺。当参与者感到同事也致力于该职业时，他们能够更好地保持自己的职业承诺。
结论
本研究中调查的大学体育教练，无论分区如何，都表现出职业承诺，这种承诺由他们推进该职业的愿望以及对学生运动员和体育教练专业学生的奉献所推动。保持承诺受到强烈的同事支持感的影响。
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