Graduate-Assistant Athletic Trainers' Perceptions of Professional Socialization in the Collegiate Setting: Part I.
BACKGROUND
Many newly credentialed athletic trainers (ATs) pursue graduate assistantships, which allow them to gain experience while being supervised by an experienced AT. The graduate-assistant (GA) ATs' perception of their socialization process into the collegiate setting is unknown.


OBJECTIVE
To explore the professional socialization of GAs in the collegiate setting.


METHODS
Qualitative study.


METHODS
Phone interviews.


METHODS
A total of 19 collegiate GAs (15 women, 4 men; average age = 23 ± 0.15 years; National Collegiate Athletic Association Division I = 13, II = 3, III = 2; National Association of Intercollegiate Athletics = 2; postprofessional athletic training program = 6) participated.


METHODS
Data were collected via phone interviews and transcribed verbatim. Interviews were conducted until data saturation occurred. Data were analyzed through phenomenologic reduction. Trustworthiness was established via member checks and peer review.


RESULTS
Four themes emerged: (1) role identity, (2) initial entry into role, (3) maturation, and (4) success. Before beginning their role, participants envisioned the assistantship as a way to gain independent experience while being mentored. They perceived themselves as the primary care providers for their athletic teams. Those who were immediately immersed into clinical practice adapted to their role quickly despite experiencing stress initially. Participants felt that a formal orientation process and a policies and procedures manual would have alleviated some of the initial stress. The GAs matured as they practiced clinically and developed confidence as they gained experience. Personal attributes, experience, and peer and supervisor support contributed to perceived success as GAs. Factors that hindered perceived success were lack of confidence, an unsupportive environment, and long hours.


CONCLUSIONS
When looking for graduate assistantships, ATs should seek a position that allows them to practice independently and provides didactic educational opportunities while aligning with their athletic training philosophies.
School of Health Sciences, Western Carolina University, Cullowhee, NC.
Ashley B
AB
Thrasher
School of Kinesiology and.
Stacy E
SE
Walker
School of Kinesiology and.
Dorice A
DA
Hankemeier
Department of Educational Studies, Ball State University, Muncie, IN.
Thalia
T
Mulvihill
D000328:Adult; D003406:Credentialing; D005260:Female; D006801:Humans; D008297:Male; D008611:Mentors / Q000523:psychology*; D024382:Professional Role; D036301:Qualitative Research; D012938:Social Perception; D012951:Socialization; D013177:Sports / Q000193:education / Q000523:psychology; D013334:Students / Q000523:psychology*; D011795:Surveys and Questionnaires; D013663:Teaching / Q000523:psychology / Q000592:standards; D014495:Universities
onboarding; orientation; professional development