Therapeutic Intervention Practices in the Secondary School Setting
Location
Hager-Lubbers Exhibition Hall
Description
PURPOSE: The purpose of this study was to examine athletic trainers' self-reported knowledge and confidence of 8 intervention practices outlined by the Commission on Accreditation of Athletic Training Education (CAATE) Standards. These self-reported outcomes were evaluated by ankle injury (lateral ankle sprain, syndesmosis ankle sprain, chronic ankle instability), ankle condition (pre-operative, post-operative, non-surgical), demographics (years of athletic training experience, MHSAA classification, employer setting), and available resources (equipment, budget, number of staff). SUBJECTS: Practicing secondary school athletic trainers in the state of Michigan. METHODS AND MATERIALS: Athletic Trainers were sent a survey via email or anonymous link once every two weeks for 6 weeks using the Qualtrics survey platform. ANALYSES: Data was summarized using Friedman test, Spearman’s Test, Wilcoxon Rank Sum test, and Kruskal Wallis, with post-hoc analysis. RESULTS: Results revealed ankle condition had the largest interactive effect on the type of intervention when assessing athletic trainer self-reported knowledge and confidence. Ankle injury revealed a significant interaction with 3 of the 8 interventions when assessing self-reported knowledge, and with 2 of the 8 interventions when assessing self-reported confidence. There was no significant interaction of ankle condition and ankle injury combined on the different interventions for self-reported knowledge and confidence. CONCLUSIONS: This research provides baseline data on athletic trainers' knowledge and confidence in incorporating CAATE accreditation standards related to therapeutic interventions in the secondary school setting. Baseline data in this area provides a platform for future quality improvement initiatives for athletic trainers working in the secondary school setting.
Therapeutic Intervention Practices in the Secondary School Setting
Hager-Lubbers Exhibition Hall
PURPOSE: The purpose of this study was to examine athletic trainers' self-reported knowledge and confidence of 8 intervention practices outlined by the Commission on Accreditation of Athletic Training Education (CAATE) Standards. These self-reported outcomes were evaluated by ankle injury (lateral ankle sprain, syndesmosis ankle sprain, chronic ankle instability), ankle condition (pre-operative, post-operative, non-surgical), demographics (years of athletic training experience, MHSAA classification, employer setting), and available resources (equipment, budget, number of staff). SUBJECTS: Practicing secondary school athletic trainers in the state of Michigan. METHODS AND MATERIALS: Athletic Trainers were sent a survey via email or anonymous link once every two weeks for 6 weeks using the Qualtrics survey platform. ANALYSES: Data was summarized using Friedman test, Spearman’s Test, Wilcoxon Rank Sum test, and Kruskal Wallis, with post-hoc analysis. RESULTS: Results revealed ankle condition had the largest interactive effect on the type of intervention when assessing athletic trainer self-reported knowledge and confidence. Ankle injury revealed a significant interaction with 3 of the 8 interventions when assessing self-reported knowledge, and with 2 of the 8 interventions when assessing self-reported confidence. There was no significant interaction of ankle condition and ankle injury combined on the different interventions for self-reported knowledge and confidence. CONCLUSIONS: This research provides baseline data on athletic trainers' knowledge and confidence in incorporating CAATE accreditation standards related to therapeutic interventions in the secondary school setting. Baseline data in this area provides a platform for future quality improvement initiatives for athletic trainers working in the secondary school setting.