Graduate-Assistant Athletic Trainers' Perceptions of the Supervisor's Role in Professional Socialization: Part II.
BACKGROUND
Many new athletic trainers (ATs) obtain graduate-assistant (GA) positions to gain more experience and professional development while being mentored by a veteran AT; however, GA ATs' perceptions of the supervisor's role in professional development are unknown.


OBJECTIVE
To explore the supervisor's role in the professional development 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 = 5).


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
Three themes emerged: (1) GAs' expectations of supervisors, (2) professional development, and (3) mentoring and support. Participants expected their supervisors to provide mentorship, support, and feedback to help them improve their athletic training skills, but they also realized supervisors were busy with patient care responsibilities. Most participants felt their supervisors were available, but others believed their supervisors were too busy to provide support and feedback. Participants felt their supervisors provided professional development by teaching them new skills and socializing them into the profession. Furthermore, they thought their supervisors provided mentorship professionally, personally, and clinically. Supervisors supported the participants by standing behind them in clinical decisions and having open-door policies.


CONCLUSIONS
The graduate assistantship allows new ATs to gain experience while pursuing professional development, mentorship, and support from a supervisor. The extent of development is highly dependent on the supervisor, but most supervisors mentor GAs. When looking for graduate assistantships, future GAs should seek positions in which supervisors actively provide mentoring and professional development.
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; D005260:Female; D006801:Humans; D008297:Male; D008611:Mentors / Q000523:psychology*; D009934:Organization and Administration; D010380:Peer Review; D036301:Qualitative Research; D012380:Role; D012919:Social Behavior; D012938:Social Perception; D012951:Socialization; D013177:Sports / Q000193:education / Q000523:psychology; D011795:Surveys and Questionnaires; D013663:Teaching / Q000458:organization & administration / Q000523:psychology / Q000592:standards; D014495:Universities
mentoring; professional development; support