questionedwhether master’s-level athletic trainers were prepared to excelas educators. Successful completion of the Board of Certifi-cation (BOC) examination verifies that an athletic trainer hasthe knowledge and skills associated with the entry-levelpractice of athletic training, but earning a terminal degree‘‘does not mean that the person holding this degree necessarilyunderstands how to design, implement, assess, or even instructhis/her content expertise.’’

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From Graduate Student to Professor: Reflection on the Transition and Tips for Those Who Follow

An Investigation of the Relationships Between Leadership Practices of Undergraduate Athletic Training Program Directors and Program Performance on the BOC Examination

Walters, E. J., Stiltner, S. & Cripps, A. (2017). A qualitative exploration and analysis of key reasons associated to athletic training program directors job burnout and role strain. Journal of Sports Medicine and Allied Health Sciences, supplemental edition, 3(1). abstract. Weidner, T. G., & Henning, J. M. (2002). Historical Perspective of Athletic Training Clinical Weidner, T. G., & Henning, J. M. (2002). Historical Perspective of Athletic Training Clinical

The Relationship Between Athletic Training Program Directors Self-Reported Leadership Style and Program Success

Context: Recent literature has focused on reasons for athletic training student persistence and departure. However, accredited professional bachelor's athletic training program (ATP) directors' opi...

/pdf/program-directors-perceptions-of-professional-bachelor-s-40kfi2cclk.pdf

Program Directors' Perceptions of Professional Bachelor's Athletic Training Student Decisions to Persist and Depart

\n \n Health care professionals such as athletic trainers (ATs) and athletic training educators should embrace contemporary leadership theories and practice leadership behaviors essential to professional responsibility.\n \n \n \n This commentary discusses leadership behavior trends and the need for leadership development in professional athletic training education curricula and continuing education.\n \n \n \n Traditional leadership theories focused on trait-based and “Great Man” characteristics. These theories suggest that leaders arise only through inherent or inherited leader-like behaviors. In contrast, contemporary leadership theories suggest that leaders can be developed and better promote the collegial leader-follower exchange that is needed to motivate, encourage, and support followers as well as a profession.\n \n \n \n Contemporary leadership theories involve a leader-follower relationship that integrates a teamwork approach into the workplace setting. Athletic trainers practice leadership behaviors but are less likely to demonstrate leadership characteristics when not practicing in their AT roles. Existing evidence suggests that contemporary leadership development can be helpful in athletic training to identify and develop future leaders, to promote the profession, and to improve patient outcomes.\n \n \n \n Transformational, team-centered leadership styles provide a growing opportunity for practicing ATs and athletic training students to expand into greater organizational leadership and decision-maker roles.\n \n \n \n Athletic trainer leadership knowledge, skills, and abilities development and professional responsibility should be emphasized more in professional athletic training educational programs and continuing education.\n \n \n \n Leadership behaviors that are effectively integrated into athletic training educational programs early and often may promote the profession by concurrently improving clinical and professional practice behaviors. Athletic trainers should practice leadership behaviors with greater frequency in differing societal constructs, communities, and complex health care systems.\n

The Importance of Developing Athletic Training Leadership Behaviors.

The successes and failures of a professional organization are often defined by the quality of the leadership managing the organization. The ability to influence others, facilitate meaningful change, move the organization forward, and in the case of athletic training, advocating for and protecting the patients served are highly desirable qualities. Leadership is an essential component of the health professions, and as educators we play an essential role in establishing leadership qualities and mentoring students to prepare them for future leadership roles. Several questions pertaining to leadership development, however, must be asked and answered: What does the concept of leadership mean for those students who will someday be our local, state, district, and national leaders What are the benefits of student leadership? What role can educators play in leadership development? What constitutes bad leadership? What is the difference between leadership and management? To address these questions, I recruited 3 coauthors, each of whom are student leaders in a variety of capacities. To answer the aforementioned questions, Katch, Tomczyk, and Shinkle not only reflected on the experiences of themselves and their peers, but also examined pertinent literature related to student leadership.

Students' Perspectives of Leadership Development

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Students' Perspectives of Leadership Development