​This summer I had the privilege to volunteer as an Athletic Trainer in the Central American country Belize. I learned about this opportunity through the Christian Sports Medicine Alliance (CSMA). CSMA is a group of Athletic Trainers whose mission is to take Athletic Training and the gospel to other nations. Nations such as Belize do not have Athletic Trainers, and through my time spent there I even learned that there are only three orthopedic surgeons in the whole country. Belize is about the size of Massachusetts with a population around 350,000. As I was preparing to head to Belize, I thought I would encounter a lot of soccer (futbol as it’s commonly called) and I didn’t know what other sports I might encounter. I was greatly surprised to find that Belize celebrates many sports: volleyball for both girls and boys, basketball, tennis, and even fast-pitch softball. With the develop of sport in Belize comes sport injuries, and this is where I came in.

I volunteered at two different futbol tournaments, youth camps put on by the Belmopan Sports Council, and with Youth With A Mission (YWAM) sports teams in their training. One of the first events I volunteered with in Belize was a U-13 football tournament for all of Central America being hosted in Belize. The tournament included basketball, table tennis, volleyball, and futbol. I was in the capital city Belmopan providing medical care for the futbol players. I was also fortunate enough to work specifically with the Belize team during their training before the tournament. I learned a lot at the games about communication and how my style of treatment and care differs from others. Many coaches and players like the use of “cold spray.” I had never used cold spray before as I tend to treat mainly through manual therapy. It took a lot of education on my part to convince players and coaches that what I was doing would help the athlete. This is just one example of the many things I learned during my time in Belize.

​There are three big lessons that I learned in Belize about myself and about Athletic Training. First the world of sports is growing internationally and with that comes sports injuries and the need for Athletic Trainers. As Athletic Trainers, we are uniquely qualified to care for athletic injuries, and I believe as a profession we will continue to see areas for Athletic Training to grow and expand. Second I learned that I have to be flexible. In Belize I didn’t have many resources. I didn’t even have a treatment table most of the time. I had to be flexible and come up with solutions to problems I encountered; I had to think of exercises and treatment that I could do without equipment. To go along with this, I also learned that communication is key. When I opened up and communicated, doing my best to value the Belize culture, the athletes started to trust me more. They were more willing to try new treatments or rehabilitation techniques that I suggested; they became more receptive to care.
​
Getting out of your comfort zone and challenging yourself in new ways is a great way to grow professionally. I learned about myself as an Athletic Trainer and about how to work in a different culture. I encourage you, the reader, as a student, professional, or educator to get out of your comfort zone. Find a trip that you can volunteer for and experience Athletic Training in a new culture. It will be well-worth your time and you might even have some fun along the way.
 
Marissa Yorgey, MS, LAT, ATC
Athletic Trainer Linn-Mar High School
UnityPoint St. Luke's Sports Medicine
[email protected] 

      Based on the annual report from the National Center for Catastrophic Sports Injury Research1, a total of 17 fatalities occurred directly or indirectly from football in 2013. Of direct fatalities, such as spinal fractures, all 8 occurrences were in high schools athletes. In addition, 8 more fatalities occurred in the high school population from indirect causes such as cardiac, heat or other illness related to exertion. It is statistics like this that continue to raise awareness and push efforts to provide athletic training services to all secondary schools. Current initiatives are targeted at supplying AT services to all secondary school, but it is equally important to ensure that we hold ourselves accountable to the patients we already reach. Do all athletic trainers who already service high school athletes have the access, current information, and initiative to actively prepare and execute an effective emergency action plan (EAP)? I believe it is imperative to remind ourselves that our preparedness is equally as important as simply our presence.  Athletic trainers in the high school setting need to continually review, practice, and coordinate EAP’s with appropriate personnel. We have the knowledge and skills, it is simply how well we implement an EAP. In 2013, “The Inter-Association Task Force for Preventing Sudden Death in Secondary Schools Athletics Programs: Best-Practices Recommendations2” was published in the Journal of Athletic Training and represented the first document to address the specific concerns and significance of sudden death in the high school population.3 This document stresses the importance of the EAP in preventing catastrophic events.

What your EAP should include:

• Site-specific procedures including communication
• Site-specific equipment locations
• Locations of easily accessible AED’s
•  Emergency phone numbers
•  Facility maps, street addresses and directions posted to guide the EMS

Suggestions for policies and practices that will ensure your EAP is effective:

• Registering each AED with the local EMS
•  Provide checks of emergency equipment before each scheduled athletic event
•  Review of the EAP with coaches and administrators before the start of each sports season
• Scheduled practice with your staff each sports season with full or partial simulations
• Intentional mentally practice weekly as literature shows vicarious rehearsal can help us prepare for an emergency just as well as physical practice (check out this TED talk of vicarious rehearsal https://youtu.be/lT_rF0NqRnI)

 
     The best-practice recommendations continue by describing athletic training services, catastrophic brain and neck injuries, conditioning sessions, heat stroke, sudden cardiac arrest and sickling. The guidelines provided in this document are unique in that they are specific to the high school aged population and should be reviewed and considered by all secondary school athletic trainers. The NATA website also offers several position statements that address these specific conditions.  It may be an easy slope to slide when we begin to stop reading, reviewing and practicing EAP’s in the midst of the busy athletic training life. However, the EAP is a critical piece in our ability to provide the best possible care to our patients.

​    It is equally a responsibility of our profession to reach a new population as it is to minimize the risk for our current patients. So, I encourage all secondary school athletic trainers to create mock scenarios and simulations for you, your students, the faculty and your local emergency response teams to participate in. I challenge athletic trainers to review policy/procedure manuals, memorize EAP’s, enforce AED access and PRACTICE, PRACTICE, PRACTICE. Our Presence is only as valuable as Our Preparation.
 
Resources to learn more!
www.nata.org/sites/default/files/preventing-sudden-death.pdf
www.youthsportssafetyalliance.org
http://www.nata.org/sites/default/files/EmergencyPlanningInAthletics.pdf


- Jamie Nikander, LAT, ATC 








​
Sources:
1.     Kucera K, Klossner D, Colgate B, Cantu R. Annual Survey of Football Injury Research National Center for Catastrophic             Sport Injury Research The University of North Carolina at Chapel Hill;2015.
2.    Casa DJ, J A, SA A, L B, MF B. The inter-association task force for preventing sudden death in secondary school                  athletics programs: best-practices recommendations. J Athl Train. 2013;48(4):546-553.
3.    Casa DJ, Drezner JA. Moving forward faster: the quest to apply evidence-based emergency practice guidelines in high            school sports. J Athl Train. 2015;50(4):341-342.

According to a recent study from the Journal of Athletic Training the issue of work-life balance is driving people out of the profession, slowly but surely.  When respondents were asked for the reason why they left the profession a common theme was the time commitment and lack of time off.  These issues coupled with low pay and perceived lack of respect one can understand they wanted to leave the profession.
The respondents perceived their value was diminished and that they were subject to everyone else’s’ commitments to time/schedules.  We suggest you take that right back!
Secondary school athletic trainers all can sympathize with each other when our line of student-athletes extends around our athletic training room or potentially out the door. At times, the goal is to “just” get them out the door and on their way to practice. But is this method truly effective in providing patient-centered care to each student-athlete? Probably not. Athletic trainers have become so good at quickly diagnosing injuries (accurate or not) that we lose sight of holistic care for our patients. What about the patient that struggles with confidence following return to play or the student-athlete that has returned to sport participation but still cannot ride their horse because they can’t get on it? There are infinite details often missed because we allow time to dictate our care.
After learning my current practice was not working, I (Mulder) slowly implemented a system to “schedule” patients for a specific “injury evaluation time” for injuries that are non-emergent. Every Monday, Wednesday, and Friday I have “injury evaluation time” for the first hour after the school day ends. I schedule patients in approximately 15 minute increments depending on the possible injury. When scheduling this time, I have found that I am less likely to get interrupted. I have more focus on that particular patient. In addition, the patient feels appreciated and so far, more compliant. The patient education is clear and coherent, not broken up into bits and pieces while trying to multi-task several patients at once. Would I say that this process has been a perfection solution? No. Despite noticeable benefits there have been hiccups along the way as student-athletes adapt to the change.
The most obvious criticism to this approach is likely face-time at practices. Despite that, the benefits outweigh the costs in that my patient care is improved. Immediate care for acute injuries is important; however, waiting for something bad to happen is an inefficient use of time, particularly in a day and age where immediate communication and accessibility are possible through telecommunications.   In a day of technology and cell phones, athletic trainers are available at the touch of a screen, and in a situation of one athletic trainer caring for several teams, these resources are vital.
This approach may not be ideal for every secondary school athletic trainer. Nevertheless, it is something to consider weighing a variety of issues, RISK being the most important (weather, coach education, transportation and immediate access to facilities, etc.).
When you think about other healthcare providers (MDs, PAs, PTs, OTs, etc.), consider how much time they spend with each patient? It’s a whole lot more time than the 2-3 minute time span we often spend with a student-athlete. The athletics environment is unique and something most of us chose the profession for, but it does not have to dictate the quality of patient care.  Continuing to allow other stakeholders to dictate our clinical practice is our own fault and we have the right to take that time back, for ourselves and for our patients. 

-Evan Mulder, ATC (DAT Class of 2017)
-Katie Calvery (PAT Class of 2017)
​
Source: Bowman T., Mazerolle S., Goodman A., Career Commitment of Postprofessional Athletic Training Program Graduates. Journal of Athletic Training. 2015:50(4):426-431.

​As a parent, you always want to see your son or daughter atop the LISTS of honorees: top performing students, outstanding athletes, leading in arts and creativity.  But to see your son or daughter, brother or sister, friend, classmate or teammate on the list of those who have suffered fatal head and spinal injuries this year… that is no honor.
These students have rights as secondary school athletes; rights to protect them through quality preventative measures in pre-participation physicals, educated coaches on sport-safety, safe playing environments with proper equipment, emergency preparedness and support to remove themselves while playing if injured and to receive the care they deserve. In addition, these athletes have a right to informed consent, particularly when participating in sport fatality and catastrophic injury statistics. Although disheartening, we have a duty to educate these young student-athletes, their parents, and their coaches about the risk they are choosing. 
How is it possible that American Football (NFL 35% and college football 11%) is the most watched sport in the country, but hurting so many?
Recently, two students at a Union Mine High School in California both were taken to the hospital after falling ill (with what seemed to be concussion-related symptoms including nausea and loss of consciousness) during the game. The student-athletes were later diagnosed with a concussion and a subdural hematoma, respectively. The media has portrayed this tragic story as “mysterious” and citing Adderall prescription abuse as a potential cause. Whether or not Adderall played a role in either of conditions, the concussion was a result of blunt force trauma… and the trauma was a result of playing American Football. Unfortunately, these young men did not have the support and care of an Athletic Trainer (we will save the unexplainable decision of California and their Governor’s veto for AT title protection for another post).
Originally introduced in 2014, The SAFE PLAY (Supporting Athletes, Families and Educators to Protect the Lives of Athletic Youth Act) Act (H.R. 829) seems like an easy way for legislation to help prevent these tragic deaths. Unfortunately, Senator Mendez (Republican, NJ), Congresswoman Capps (Democrat, CA), the NATA and the APTA who all strongly support this bill have not yet seen the support they need to protect the lives of the over 1 million high school football players and numerous other athletic youth. The bill was re-introduced to the Senate in February 2015 and does seem to have growing support with 38 sponsors.
The SAFE PLAY Act hopes to continue research, education and support for high schools to create and implement injury prevention techniques and lifesaving training including heat exposure, CPR and AED training, concussion management, cardiac conditions and energy drink consumption. In addition, the bill would require public schools in each state to post information on concussions visible to the public including the risk posed by sustaining a concussion. This is a vital step in the right direction to continue saving youth athlete lives.
As an athletic trainer, you have a duty to protect your patients. Despite your place of employment, it is vital that we as athletics trainers, along with physical therapists and lawmakers, continue to lobby for this bill to protect our youth. If changes are not made soon, school districts and high schools will begin cutting sports from their offered activities much like this school board in Missouri.
For more information on how to advocate or lobby for this bill, here are some helpful tips-

1. Contact your local representative to spark an interest in becoming a Co-sponsor of S. 436 or H.R. 829 by contacting. Your representative can speak to Michael Barnard, with Senator Robert Menendez at [email protected]or 4x4744 or Erick Siahaan with Representative Lois Capps at [email protected]or 5x3601 for more information!
2. Contact Amy Callender (Director of Government Affairs for NATA) at (972) 532-8853 or [email protected] for more information on grass roots efforts or the NATA Hit the Hill Day in the spring.

The entire bill can be read here: http://www.nata.org/sites/default/files/S_436.pdf
Continue to advocate for a safe environment for our youth to play in! Our condolences go out to the families of the five youth athletes named in this blog.
Zachary Winkelmann, MS, LAT, ATC
Indiana State University 

Every year, around August, popular media generates reports on hydration and heat illness, and the dangers of exercising in the summer months, particularly for youth athletes. As we reflect on pre-season, and how Athletic Trainers take strides to mitigate risks in the heat, ask yourself, where are you getting your information? If the answer is social media or the press, are you digging deeper than the face value of the article and exploring the research provided? Are you contributing to the conversation on popular media? Whether you’re a patient, parent, or Athletic Trainer, we often look towards popular media for information, yet sometimes, Athletic Trainers choose to leave themselves out of the media hype, diminishing their role as experts, and ultimately negatively impacting patient care.

Recently, a New York Times article reported on hyponatremia, and the risks of consuming too much water during sport participation. While this conversation is important to the safety of youth athletes, arguably as important is the validity of the information provided to spark the conversation. The authors highlight recent evidence to suggest that athletes who exercise in the heat until they become severely dehydrated were no more prone to muscle cramps than they had been at the start. However, the article generalized the findings, and translated data from Ironman® triathletes to high school football players.  The article goes on to propose that being dehydrated does not increase athletes’ susceptibility to heat issues, while experts have shown dehydration is a risk factor to heat illness, even providing formulas and specific calculations to ensure athletes are hydrated before, during, and after practice.1

We know that interpreting data from high level, acclimatized elite athletes and translating it to the average high school football player is inappropriate and may confuse parents, patients, or even Athletic Trainers who read the article as accurate. However, Athletic Trainers have a responsibility to be involved and be more critical and more involved in the conversation on popular media. Athletic Trainers are the first to recognize and treat patients suffering from heat illness and are also responsible for preventing and therefore, have an obligation to get involved in the dialog happening in the news, especially when it comes to our area of expertise. Likewise, Athletic Trainers need to be better at disseminating their own research in areas of specialization.

Patients, parents, and Athletic Trainers look to popular media as a reliable source of information to guide decision making about their participation in sport or their overall health. Oftentimes these decisions affect the safety and well-being of young athletes, who trust parents, coaches, and Athletic Trainers to keep them safe while participating in athletics. Athletic Trainers have a professional responsibility to read more than just the news article, to read and conduct research, and get involved in the conversation. Be better and dig deeper.
 
-Emma Nye LAT, ATC

1. Quick Questions in Heat-Related Illness and Hydration: Expert Advice in Sports Medicine (pp 157-160)

With the recent announcement by the AT Strategic Alliance to move the profession to the Master’s degree, we all need to seriously consider exactly what it means to #ELEVATE the degree.  For those of us that hope to continue training future professionals in Athletic Training, we must understand that a substantive change is a considerable adaptation to what and how we deliver professional education.  Simply changing course numbers is not a solution to our perceived and real problems in the profession.

When we think about what a new professional degree, delivered at the Master’s level, should look like, we have a responsibility to consider alternative pedagogical theories.  These practices might include:

1. Clinical immersion – Most of the recent literature has discussed our issues with transition to practice, and some consider the lack of clinical immersion may be one of many culprits.  Immersing our students in structured and supervised clinical practice will likely be less challenging with this change.

2. Measuring quality clinical experiences through patient encounters – In Athletic Training, even after educational reform, some programs continue to measure the quality of clinical experience through the number of hours spent on site.  To the contrary belief of some preceptors, time itself is no measure of the quality of experiences when students fail to have patient interactions focused on proficiency areas.   Broader perspectives on how to create and replicate clinical experiences through measuring patient interactions may be a better way of quantifying these encounters.  

3. Standardized patients and simulations – Although some current literature suggests at least a third of professional programs are using standardized patients and simulations within their programs, it seems that clear understanding of these concepts is lacking.  Medical and health professions have long used compensated and trained standardized patients to provide both formative and summative assessment to help students grow and measure competence.

4. Distance learning – With advancements in technology, distance delivery can effectively engage students in coursework and with one another.  Considering clinical assignments at a distance, while still engaging students in professional courses, is one way to diversify clinical experiences beyond the typical traditional settings and the offerings you may have within your community. 

5. Self-directed learning – It is possible to help students better guide their learning through appropriate self-reflection and critical analysis.  Reflective learners are more often self-directed due to previous academic and personal experiences, a likely byproduct when we #ELEVATE the degree.

6. Curricular and instructional creativity – Program faculty and administrators should consider a variety of course delivery modes as well as course sequencing as they #ELEVATE their programs.  While commitment (both time and effort) to degree content has always been in competition with other demands of a baccalaureate degree, we now face an open canvas to paint the perfect picture of what the degree could look like at each of our own institutions. 

To #ELEVATE means to embrace institutional autonomy now more than ever, highlighting our own strengths, unique experiences, and vision for the future. When we #ELEVATE our education, we #ELEVATE our clinicians; when we #ELEVATE our clinicians we #ELEVATE patient care; when we #ELEVATE patient care we improve patient outcomes; and when we improve patient outcomes we #ELEVATE the Profession.


-Lindsey E. Eberman PhD, LAT, ATC
-Kenneth E. Games PhD, LAT, ATC
-Jessica Edler MS, LAT, ATC

Earlier this month, the Athletic Training Strategic Alliance (a collaboration between the NATA, BOC, CAATE and NATA Foundation), after more than 2 years of analysis and deliberation to established that the professional degree in Athletic Training be at the Master’s level. The report noted that in the current state of higher education and health care, change is not only inevitable, but necessary. The Strategic Alliance has a responsibility to be the visionaries for the growth of the profession. This decision is not about today. It is about the future and longevity of the AT profession.

While this decision to change the professional degree for entry into the Athletic Training profession is met with some reluctance, I embrace the opportunity to elevate the profession and clinicians we produce. As I begin my time at Indiana State University as Professional Athletic Training Program Director, I am excited to lead the current Professional Program (at the undergraduate level) through the transition to the mater’s level. We anticipate that Indiana State will be the first Professional Athletic Training Program in the state of Indiana offered at a public institution. This is yet another example of how ISU continues to lead the way in Athletic Training education.

As Athletic Training continues to diversify practice settings, the demands simultaneously increase for knowledge, skills and professional capacity of practitioners. As educators, we are tasked with fitting more content into already crammed courses, both in the classroom and laboratory. To have a successful transition in degree level, Athletic Training education has to change to ensure continued success for the profession. This will include changing not only what we teach, but also how we teach, and how we relate to our students. As the profession elevates the entry-level degree from the Bachelor’s to Master’s level, new [and exciting] opportunities and challenges enable educators to position our students to be competent health care professionals that can function both independently and collaboratively in a changing patient care environment. Indiana State has a great history and rich tradition of elevating Athletic Training education. I look forward to continuing that tradition of excellence in preparing the next generation of clinicians.

One addition that I am excited to bring to Athletic Training Programs (both Professional and Post-Professional) at Indiana State will include the infusion of standardized patient (SP) encounters into and throughout the curricula. Standardized patients are individuals that are trained to portray a patient with a specific injury, illness, or condition consistently to a student examiner. Encounters with a SP are more than a mock evaluation; the SP has been intentionally trained to have the medical, social, psychological history of the patient he or she is portraying. Students interact with the SP in the same way they interact with a patient in clinical practice. Despite that SPs are fairly new to Athletic Training, there is a plethora of evidence in medical education, nursing, and physical therapy to support their use. I invite you to attend the Evidence-Based Forum that I am co-presenting on Friday, June 26 from 10:30-11:30am at the NATA Annual Meeting, Rom 131 to learn more about SPs.

Throughout his works, educational philosopher John Dewey has repeatedly noted that the process of education is as important as the destination. As an Athletic Training educator, I find this quote both refreshing and inspiring. I believe that Dewey reminds us that we need to teach students to not only focus on the knowledge and skills needed for professional practice, but also the process of synthesizing information effectively to make clinical decisions. I also believe that Dewey also presents a challenge to educators, namely that educators need to enable students to challenge their assumptions and norms. By ensuring that students feel comfortable asking questions about their own assumptions but also the norms of the profession, we can help shape the critical thinking and decision-making skills of the next generation of health care professionals.

The decision to change the professional degree in Athletic Training to the Master’s level is one that was not made in haste. Countless individuals from numerous professional organizations (in and beyond Athletic Training) collected evidence to make an informed decision, with the intent of improving patient outcomes and ensuring sustained success of  the Athletic Training profession. Despite your level of agreement with the decision, join me in supporting our profession through these times of change. I welcome any questions and discussion about how we at Indiana State are transitioning the Professional Athletic Training Program to the Master’s degree level.

 It’s a great time to become a Sycamore!

 Kirk J. Armstrong, EdD, ATC, LAT

Before I begin, I wanted to touch on a great article in the NATA News Blog (http://www.nata.org/nata-news-blog/how-do-we-choose-our-convention-city) from February 2015 regarding the city location for the annual convention. As a previous member of SWATA (District 6) and GLATA (District 4), I have seen how difficult it is for members in the regional organizations to attend the annual meetings due to location. For example, Texas is big…very big. It has become almost routine that every year athletic trainers will not make the 10 hour drive from south Texas to Dallas for the convention and a result miss out on the opportunity for continuing education and networking. The same issue occurs nationwide with the annual convention. I thought the article touched on much needed insight for the members to understand why we continue to return to places like St. Louis or New Orleans.  When it gets down to it, NATA can bid the convention out to 20 cities that meet our needs: East (Atlanta, Philadelphia, Baltimore, Orlando, Washington DC, Boston) Midwest (Indianapolis, St Louis, Nashville, Chicago), West (San Francisco, San Diego, Anaheim, Las Vegas, Denver) and South (Phoenix, Dallas, Houston, San Antonio). This list of cities encompasses a variety of locations including the nation’s capital, 7 of the 10 largest cities in the United States and rich cultural history. And after attending the last two NATA as young professional (Las Vegas 2013 and Indianapolis 2014), I have high expectations for the venue and city. Can you imagine the outcry from the NATA members if we returned to Dearborn, MI (site of 1977 NATA convention)? Nothing against Dearborn…it is simply the experience of the annual convention has changed to become one not focused directly on the exposium and the learning. The annual convention has become a once a year vacation for athletic trainers to spend a week with their family; a time to reconnect with previous coworkers, teachers and classmates; to network and find a job.

In the convention city blog, the writer makes a note that the NATA is seeking a cost effective (under $200 hotel rooms) with a solid entertainment package. The article actually states “it is paramount” which made me wonder why so many people are up in arms about the Las Vegas 2013 convention and lack of attendance at the learning events. If our national organization is promoting entertainment and networking as part of the lure to attend the annual meeting, it should almost be expected that this would occur in the city that never sleeps.

As I said, I am a young professional and I have quickly learned how important networking is in this profession. Much like any of other professional conference, we pay large amounts of money to register, travel and attend these meetings. The issue is that the culture of networking has become synonymous with alcohol. Dry events rarely take place at NATA. I am not saying the convention should be alcohol free and athletic trainers should not have great time reconnecting with mentors and colleagues. I am a supporter of alcohol at alumni party and connecting over drinks. I am simply stating the culture of drinking at these annual meetings has skewed what the actual purpose is while also creating a barrier for inclusion. Just at a logistic standpoint, a hangover basically wipes a day out of your annual meeting agenda that you paid money for. The mature decision making skills are thrown out the window after a few drinks and your reputation is quickly molded based on the impression of the profession’s top decision makers watch you drink.

Zachary Winkelmann MS, LAT, ATC

MARCH IS OVER! The advocacy efforts are no more! Stop with your incessant tweets! #NATM #AthleticTrainerNOTtrainer #ILoveMyJob #LifeofanAT

Well there you have it. I guess we can all move on with our lives…until next year National Athletic Training Month.

Said no one, ever.

NATM 2015 brought about some wonderful efforts throughout the country, but do we really want that kind of involvement to just come once a year?

This time of the year is busy with district meetings and the annual convention. Athletic Trainers and students gather to learn, advocate for the profession, network, and collaborate with other great minds to create bigger and better plans for the future of our profession. Athletic Training brings about countless opportunities to be involved in something bigger than us. So now that NATM is over it’s our turn to join something new or even for the first time. Whether you are a future Athletic Trainer, a Graduate student, a program director, have 20 years of experience, or wear one of those fancy green jackets, there is something out there for you. Get involved in your community, at the state level, in your district, or at convention. Volunteer your time or join a committee. Whatever you do, you won’t regret it. I know I won’t.  The world of Athletic Training is small and functions more like a family so be an active part of it and not just for one month out of the year. Share your time and ideas with it. Interact with anyone and everyone! Who knows, it could lead to something great. Let’s keep the fire burning.

See you in St. Louis,

Rachael Kirkpatrick, LAT, ATC

NATA Committee List

http://www.nata.org/volunteer-resource-center/committees-councils

NATA Convention Registration

http://convention.nata.org/registration/

NATA Convention Volunteer Sign-up

http://convention.nata.org/get-involved/#volunteer

The NATA career center is a commonly bookmarked site for Athletic Trainers who are finishing their graduate assistantships or seeking new employment.  One common theme persists: “previous specific sport coverage desired.”  In addition to specific sports, specific divisions within the NCAA have even been requested.  A recent job posting stated that “division 3 experience is preferred.”  As an AT currently working in a high school, I know that there will be barriers and challenges for me to overcome if I desire to work in the collegiate setting.  I am not implying that this is an impossible feat but rather a harder route to go in pursuing another place of employment.  A common solution to this problem use to be the internship route.  (For more information please read the previous blog “Intern Athletic Trainer Positions are Detrimental to Our Profession”.)

So what do you do?  Internships I do not believe are not the route to go however, we have allowed job setting specializations to creep into the AT workplace and which has gotten us into the position we are in now.  When change is the desire, this can lead to a frustrating end when your previous experiences do not meet up with a job that is viewed as a potential place of employment just because you have not previously worked that sport at that specific level. 

Employers are seeking people who have had previous experiences with a specific sport and division because they believe this previous experience is what is best and the easiest transition.  Many people forget that with any job there is a time of adjustment to each new school and policies.  How is this adjustment time any different than that of a previous high school AT transitioning into a position at the collegiate level? When one has to cover a sport that is not previously known, this is a great time to learn!  Sport techniques and positions can be picked up and understood enough for patient care by watching as well as this gives the AT a great position to talk to their new coaching staff and showing them that they desire and are eager to learn more about that sport and show that they care.  Just as when new evidence suggests a change in practice, we as AT’s and employers need to be willing to adapt and get out of our comfort zones!  Why should it matter where or what sport we have worked before?

Let’s think about what Athletic Trainers actually do day to day.   Whether you work in a high school or with a professional sports team, AT’s all have the same goal in mind: to get the athlete back to health and competition as safely and quickly as possible.  Is an AT who works in the the Division I setting better able evaluate and treat an ankle sprain than an AT in the Division III, high school, clinic, or military setting?  I think we can all agree the answer is no.  Yes there may be quicker access to referrals and additional “tools” available at jobs with larger budgets but a competent AT is a competent AT no matter the practice setting. Let's work to get out of this cycle we've put ourselves in!

Beth Neil LAT, ATC