Competing perspectives during organizational socialization on the role of certified athletic trainers in high school settings.
BACKGROUND
When certified athletic trainers (ATCs) enter a workplace, their potential for professional effectiveness is affected by a number of factors, including the individual's ability to put acquired knowledge, skills, and attitudes into practice. This ability may be influenced by the preconceived attitudes and expectations of athletes, athletes' parents, athletic directors, physical therapists, physicians, and coaches.


OBJECTIVE
To examine the perspectives of high school coaches and ATCs toward the ATC's role in the high school setting by looking at 3 questions: (1) What are coaches' expectations of ATCs during different phases of a sport season? (2) What do ATCs perceive their role to be during different phases of a season? and (3) How do coaches' expectations compare with ATCs' expectations?


METHODS
Qualitative research design involving semistructured interviews.


METHODS
High schools.


METHODS
Twenty high school varsity basketball coaches from 10 high schools in 2 states and the ATCs assigned to these teams.


METHODS
For the coaches, 12 questions focused on 3 specific areas: (1) the athletic training services they received as high school basketball coaches, (2) each coach's expectations of the ATC with whom he or she was working during various phases of the season, and (3) coaches' levels of satisfaction with the athletic training services provided to their team. For the ATCs, 17 questions focused on 3 areas: (1) the ATC's background, (2) the ATC's perceived duties at different phases of the basketball season and his or her relationship with the coach, and (3) other school factors that enhanced or interfered with the ATC's ability to perform duties.


RESULTS
Three themes emerged. Coaches had limited knowledge and understanding of ATCs' qualifications, training, professional preparation, and previous experience. Coaches simply expected ATCs to be available to complement their roles. Positive communication was identified as a critical component to a good coach-ATC relationship.


CONCLUSIONS
Although all participants valued good communication, poor communication appeared to limit ATCs' contributions to player performance beyond simple availability. Coaches must be educated by ATCs to ensure they are receiving qualified athletic training support.
Mensch
James
J
University of South Carolina, Columbia, SC 29208, USA. Jmensch@gwm.sc.edu
Crews
Candice
C
Mitchell
Murray
M