Department of Kinesiology, Athletic Training Program, University of Connecticut, Storrs.
School of Kinesiology, Ball State University, Muncie, IN.
J Athl Train. 2018 Mar;53(3):312-319. doi: 10.4085/1062-6050-72-17. Epub 2018 Feb 21.
Professional commitment, or one's affinity and loyalty to a career, has become a topic of interest in athletic training. The expanding research on the topic, however, has omitted newly credentialed athletic trainers (ATs). For an impressionable group of practitioners, transitioning to clinical practice can be stressful.
To explore the professional commitment of newly credentialed ATs in the secondary school setting.
Secondary school.
Qualitative study.
A total of 31 newly credentialed ATs (6 men, 25 women; mean age = 24 ± 3 years) participated. Of these, 17 ATs (4 men, 13 women; mean age = 25 ± 4 years) were employed full time in the secondary school setting, and 14 ATs (2 men, 12 women; mean age = 23.0 ± 2.0 years) were graduate assistant students in the secondary school setting.
All participants completed semistructured interviews, which focused on their experiences in the secondary school setting and transitioning into the role and setting. Transcripts were analyzed using the phenomenologic approach. Creditability was established by peer review, member checks, and researcher triangulation.
Four main findings related to the professional commitment of newly credentialed ATs in the secondary school setting were identified. Work-life balance, professional relationships formed with the student-athletes, enjoyment gained from working in the secondary school setting, and professional responsibility emerged as factors facilitating commitment.
Affective commitment is a primary facilitator of professional commitment. Newly credentialed ATs who enjoy their jobs and have time to engage in nonwork roles are able to maintain a positive professional commitment. Our findings align with the previous literature and help strengthen our understanding that rejuvenation and passion are important to professional commitment.
职业承诺，即一个人对职业的亲和力和忠诚度，已成为运动训练领域的研究热点。然而，关于这一主题的研究不断扩展，却忽略了新获得认证的运动训练师（AT）。对于一群易受影响的从业者来说，过渡到临床实践可能会带来压力。
探讨中学背景下新获得认证的 AT 的职业承诺。
中学。
定性研究。
共有 31 名新获得认证的 AT（6 名男性，25 名女性；平均年龄=24±3 岁）参与了研究。其中，17 名 AT（4 名男性，13 名女性；平均年龄=25±4 岁）全职在中学工作，14 名 AT（2 名男性，12 名女性；平均年龄=23.0±2.0 岁）为中学的研究生助理学生。
所有参与者都完成了半结构化访谈，重点关注他们在中学环境中的经历以及过渡到该角色和环境的经历。使用现象学方法对转录本进行分析。通过同行评审、成员检查和研究人员三角测量来建立可信度。
确定了与中学背景下新获得认证的 AT 的职业承诺相关的四个主要发现。工作与生活的平衡、与运动员建立的专业关系、在中学工作中获得的乐趣以及专业责任成为促进承诺的因素。
情感承诺是职业承诺的主要促进因素。那些喜欢自己的工作并有时间参与非工作角色的新获得认证的 AT 能够保持积极的职业承诺。我们的研究结果与先前的文献一致，并有助于加强我们的理解，即恢复活力和激情对职业承诺很重要。
