National Athletic Trainers' Association-accredited postprofessional athletic training education: attractors and career intentions.
BACKGROUND
Anecdotally, we know that students select graduate programs based on location, finances, and future career goals. Empirically, however, we lack information on what attracts a student to these programs.


OBJECTIVE
To gain an appreciation for the selection process of graduate study.


METHODS
Qualitative study.


METHODS
Postprofessional programs in athletic training (PPATs) accredited by the National Athletic Trainers' Association.


METHODS
A total of 19 first-year PPAT students participated, representing 13 of the 16 accredited PPAT programs.


METHODS
All interviews were conducted via phone and transcribed verbatim. Analysis of the interview data followed the procedures as outlined by a grounded theory approach. Trustworthiness was secured by (1) participant checks, (2) participant verification, and (3) multiple analyst triangulations.


RESULTS
Athletic training students select PPAT programs for 4 major reasons: reputation of the program or faculty (or both), career intentions, professional socialization, and mentorship from undergraduate faculty or clinical instructors (or both). Participants discussed long-term professional goals as the driving force behind wanting an advanced degree in athletic training. Faculty and clinical instructor recommendations and the program's prestige helped guide the decisions. Participants also expressed the need to gain more experience, which promoted autonomy, and support while gaining that work experience. Final selection of the PPAT program was based on academic offerings, the assistantship offered (including financial support), advanced knowledge of athletic training concepts and principles, and apprenticeship opportunities.


CONCLUSIONS
Students who attend PPAT programs are attracted to advancing their entry-level knowledge, are committed to their professional development as athletic trainers, and view the profession of athletic training as a life-long career. The combination of balanced academics, clinical experiences, and additional professional socialization and mentorship from the PPAT program experience will help them to secure their desired career positions.
Department of Kinesiology, University of Connecticut, 2095 Hillside Road, Storrs, CT 06269, USA. stephanie.mazerolle@uconn.edu
Stephanie M
SM
Mazerolle
Thomas M
TM
Dodge
D056352:Athletes; D003625:Data Collection; D004500:Education, Graduate; D004522:Educational Status; D005178:Faculty; D005260:Female; D006801:Humans; D008297:Male; D010806:Physical Education and Training; D013177:Sports / Q000193:education*; D013334:Students; D011795:Surveys and Questionnaires; D055815:Young Adult