Context: Previous researchers have indicated that athletic training education programs (ATEPs) appear to retain students who are motivated and well integrated into their education programs. However, no researchers have examined the factors leading to successful persistence to graduation of recent graduates from ATEPs.Objective: To determine the factors that led students enrolled in a postprofessional education program accredited by the National Athletic Trainers' Association (NATA) to persist to graduation from accredited undergraduate ATEPs.Design: Qualitative study.Setting: Postprofessional education program accredited by the NATA.Patients or Other Participants: Fourteen graduates (12 women, 2 men) of accredited undergraduate entry-level ATEPs who were enrolled in an NATA-accredited postprofessional education program volunteered to participate.Data Collection and Analysis: We conducted semistructured interviews and analyzed data through a grounded theory approach. We used open, axial, and selective coding procedures. To ensure trustworthiness, 2 independent coders analyzed the data. The researchers then negotiated over the coding categories until they reached 100% agreement. We also performed member checks and peer debriefing.Results: Four themes emerged from the data. Decisions to persist to graduation from ATEPs appeared to be influenced by students' positive interactions with faculty, clinical instructors, and peers. The environment of the ATEPs also affected their persistence. Participants thought they learned much in both the clinic and the classroom, and this learning motivated them to persist. Finally, participants could see themselves practicing athletic training as a career, and this greatly influenced their eventual persistence.Conclusions: Our study gives athletic training educators insight into the reasons students persist to graduation from ATEPs. Specifically, athletic training programs should strive to develop close-knit learning communities that stress positive interactions between students and instructors. Athletic training educators also must work to present the athletic training field as exciting and dynamic.

Context: Athletic training students' ability to transition into professional practice is a critical component for the future of the profession. However, research on professional master's students' transition to practice and readiness to provide autonomous care is lacking.Objective: To determine professional master's athletic training students' perceptions regarding how they were prepared to transition to practice as clinicians.Design: Qualitative study.Setting: Professional master's athletic training programs.Patients or Other Participants: Sixteen students, 8 program directors, and 5 faculty members from professional master's athletic training programs.Main Outcome Measure(s): An online questionnaire was distributed via Qualtrics and analyzed using an inductive technique. Participants responded to a series of open-ended questions related to the structure and curricular offerings of their respective programs. We secured trustworthiness through multiple analyst triangulation and peer review.Results: We found that both students and faculty identified clinical education as the major facilitator in the socialization process used to prepare students for the transition into clinical practice. Three further subthemes emerged: (1) Both stakeholder groups felt that students gained experience through diverse and immersive clinical education experiences; (2) Preceptors provided mentorship; and (3) Students developed confidence to enter clinical practice as a result of these supported experiences.Conclusions: Professional master's programs provide clinical education experiences designed to help athletic training students gain the skills and confidence necessary to become autonomous practitioners. The diversity and mentorship contained within these experiences facilitates confidence and preparedness.

Strength training using high and lower load such as contrast training (CST) seems to be beneficial as it addresses larger adaptive reserves in youth athletes. Therefore, the aim of this study was to investigate the effects of CST on dynamic balance (composite score during dynamic balance test (CS-YBT)), one repetition maximum lower-limb back squat (1RM), jumping performance (single-leg hop (SLH) or countermovement jump height (CMJ)), lower-limb asymmetry (predicted from the single-leg jump performance between two legs [ILA]) in elite youth male volleyball players. Thirty-one male youth volleyball players aged 14 years were randomly assigned to a CST group (n = 16) or a control group (n = 15). The tests were performed before and after 8 weeks of training. Significant group × time interactions was observed for CS-YBT [p < 0.001, η_p² = 0.70], 1RM [p < 0.001, η_p² = 0.95], SLH with right and left leg [p < 0.001, η_p² = 0.69 and 0.51], CMJ [p < 0.001, η_p² = 0.47]), whilst it was not notable in ILA [p < 0.294]. Post hoc tests showed that CST group demonstrated greater improvement in all of the dependent variables from medium to large effect size (for all p < 0.001). As a result, 8 weeks of CST twice a week can be an effective and efficient training along with volleyball training to improve skill-related fitness measures, except for lower-limb asymmetry in young volleyball players.

Context: Although previous researchers have begun to identify sources of athletic training student stress, the specific reasons for student frustrations are not yet fully understood. It is important for athletic training administrators to understand sources of student frustration to provide a supportive learning environment. Objective: To determine the factors that lead to feelings of frustration while completing a professional athletic training education program (ATEP). Design: Qualitative study. Setting: National Athletic Trainers' Association (NATA) accredited postprofessional education program. Patients or Other Participants: Fourteen successful graduates (12 women, 2 men) of accredited professional undergraduate ATEPs enrolled in an NATA-accredited postprofessional education program. Data Collection and Analysis: We conducted semistructured interviews and analyzed data with a grounded theory approach using open, axial, and selective coding procedures. We negotiated over the coding scheme and performed peer debriefings and member checks to ensure trustworthiness of the results. Results: Four themes emerged from the data: (1) Athletic training student frustrations appear to stem from the amount of stress involved in completing an ATEP, leading to anxiety and feelings of being overwhelmed. (2) The interactions students have with classmates, faculty, and preceptors can also be a source of frustration for athletic training students. (3) Monotonous clinical experiences often left students feeling disengaged. (4) Students questioned entering the athletic training profession because of the fear of work-life balance problems and low compensation. Conclusions: In order to reduce frustration, athletic training education programs should validate students' decisions to pursue athletic training and validate their contributions to the ATEP; provide clinical education experiences with graded autonomy; encourage positive personal interactions between students, faculty, and preceptors; and successfully model the benefits of a career in athletic training.

Significant evidence has emerged that a high volume of sprinting during training is associated with an increased risk of non-contact injuries in professional soccer players. Training load has been reported as a modifiable risk factor for successive injury in soccer. Sprint workload measures and non-contact injuries were recorded weekly in twenty-one professional soccer players over a one season period. Odds ratio (OR) and relative risk (RR) were calculated based on the weeks of high and low load of total distance (TD), high-speed distance (HSD), sprint distance (SPD). and repeated sprints (RS). The Poisson distribution estimated the interval time between the last injury and the new injury. The weeks with high-load levels increased the risk of non-contact injury associated with TD (OR: 4.1; RR: 2.4), HSD (OR: 4.6; RR: 2.6), SPD (OR: 6.9; RR: 3.7), and RS (OR: 4.3; RR: 2.7). The time between injuries was significantly longer in weeks of low-load in TD (rate ratio time (RRT) 1.5 vs. 4.2), HSD (RRT: 1.6 vs. 4.6), and SPD (RRT: 1.7 vs. 7.7) compared to weeks of high-load. The findings highlight an increased risk of non-contact injuries during high weekly sprint workloads. Possibly, TD, HSD, and SPD measured via a wearable inertial measurement unit could be modeled to track training and to reduce non-contact injuries. Finally, the interval time between the last injury and the new injury at the high-load is shorter than the low-load.