Keywords
Association for Athletic Training Education 2025 Symposium
Abstract
Introduction: The role of Program Directors (PD) has vastly expanded over the last decade to meet the evolving demands of athletic training education and higher education. While specific responsibilities such as programmatic planning and accreditation maintenance are directly outlined in accreditation standards, PDs often assume additional institutional and programmatic responsibilities that now include recruitment and retention efforts, mentorship of faculty and students, curriculum design and mapping, and other administrative tasks. Previous research demonstrates athletic training faculty have little formalized training in administrative roles, and Coordinators of Clinical Education (CCEs) desired more support and development for that role. Little research exists exploring the socialization of PDs in their administrative role; therefore, the purpose of this study is to explore the preparation and training of PDs in athletic training. Two questions guided this research: 1) What processes are used to socialize PDs into their roles? 2) What do PDs need to be successful in their roles? Methods: In this phenomenological qualitative study, 26 PDs participated in five separate focus groups (15 female, 11 male, mean age = 46.65 + 1.44 years). Data saturation guided the number of participants. All PDs in accredited athletic training professional programs (284) were recruited via purposive sampling through an email to individuals listed as PDs on the Commission on Accreditation of Athletic Training Education (CAATE) website in Fall 2024. Participants engaged in focus group interviews on ZoomTM using a semi-structured interview guide. The interview guide was validated by a panel of experts and piloted on three individuals in a focus group. Interviews were recorded and transcribed verbatim. Data were analyzed through phenomenological reduction, with data coded for common themes and subthemes. Trustworthiness was established via thematic member checks, peer review, and multi-analyst triangulation. Results: Five themes emerged related to PD socialization. In anticipatory socialization, participants identified how they were prepared for their role, such as through their doctoral program, previous positions within the program (e.g., core faculty, CCE), or service experiences (e.g., CAATE peer reviewer). Through organizational socialization, participants described role induction as primarily informal, through “on the job” training or shadowing the previous PD. Participants also reported not being formally trained or evaluated in their administrative role as PD. With role challenges, participants highlighted maintaining accreditation and increased institutional expectations (i.e. marketing and recruitment), which increased role strain and emotional stress. Participants indicated professional development was needed as they socialized into their roles. Participants desired intentional mentoring and training for programmatic leadership and administrative roles, specifically highlighting the importance of in-person professional development events for networking and developing a support system. Finally, participants discussed the support they have in their role, both within their institution and with other athletic training PDs. Peer support was a major socializing factor for PDs, and many reported forming a support group with others for collaboration and friendship. Many participants attributed their success in their role to the support received from peers. Translation to Practice: Professional socialization for PDs is varied, with “trial and error” being a common socializing tactic. At the institutional level, a robust onboarding process to ensure faculty’s understanding of institutional culture, providing clarity on institutional roles and expectations, and reviewing processes and procedures is critical to fostering a strong sense of organizational socialization. Since little formalized training for PDs currently exists, there is an opportunity for professional organizations to develop standardized training programs to more effectively prepare PDs to assume the role. In-person programming such as faculty leadership and development, mentoring for new PDs, and defining additional roles and responsibilities of PDs should be considered to allow for community building and creating strong professional support networks.
Recommended Citation
Wilkins, N A.; Pagnotta, K D.; Kunkel, L; David, S; and Thrasher, A B.
(2025)
"Title: Professional Socialization and Development of Athletic Training Professional Program Directors,"
Clinical Practice in Athletic Training: Vol. 8:
Iss.
1, Article 8.
Available at:
https://scholars.indianastate.edu/clinat/vol8/iss1/8
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