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SHOULD ATHLETES RECEIVE SLEEP HYGIENE EDUCATION? A SYSTEMATIC LITERATURE REVIEW
Title
SHOULD ATHLETES RECEIVE SLEEP HYGIENE EDUCATION? A SYSTEMATIC LITERATURE REVIEW.
Creator
Contreras, Ines L, Fisher, Thomas J., Valdes, Anna, University of Central Florida
Abstract / Description
Previous studies show the need to find a solution to improve the athlete's recovery and help overcome their sleep disorders. Sleep hygiene is a list of habits and recommendation that enhance sleep quality. Sleep hygiene education has been used in some research to fill the need of the athletes. Still, a lack of information exists on the development of sleep hygiene programs and related impacts. This thesis aims to perform a systematic review of the literature of scholarly journals articles...
Show morePrevious studies show the need to find a solution to improve the athlete's recovery and help overcome their sleep disorders. Sleep hygiene is a list of habits and recommendation that enhance sleep quality. Sleep hygiene education has been used in some research to fill the need of the athletes. Still, a lack of information exists on the development of sleep hygiene programs and related impacts. This thesis aims to perform a systematic review of the literature of scholarly journals articles from 2007 to 2018, focusing on the relationship between sleep hygiene education and athletes sleep quality and quantity. The investigation concluded with 16 qualifying articles. A synthesis of recommendations from all studies offered sleep hygiene suggestions for athletes; all the results are provided in table 12. The further overall conclusion of the selected articles settled that sleep hygiene is recommended for athletes, yet the methods and strategies are vague and not precise. A strong recommendation from this systematic literature review is the creation of a standardized list of sleep hygiene habits focused on athletes to improve their sleep quality and quantity.
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Date Issued
2019
Identifier
CFH2000477, ucf:45839
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH2000477
ATHLETIC TRAINERS KNOWLEDGE AND PERCEPTIONS OF TESTICULAR CANCER AND TESTICULAR CANCER PREVENTION PRACTICES
Title
ATHLETIC TRAINERS KNOWLEDGE AND PERCEPTIONS OF TESTICULAR CANCER AND TESTICULAR CANCER PREVENTION PRACTICES.
Creator
Mings, Christopher, Schellhase, Kristen, University of Central Florida
Abstract / Description
Context: Collegiate male athletes have a higher risk of testicular cancer due to their age group, an increased risk of testicular contusions, and a lack of secondary prevention education. As the athletic training profession increases emphasis on evidence-based practice, it is important for athletic trainers to understand testicular cancer and testicular-self examination as it is outlined within their scope of practice. A general understanding of testicular cancer and the prevention techniques...
Show moreContext: Collegiate male athletes have a higher risk of testicular cancer due to their age group, an increased risk of testicular contusions, and a lack of secondary prevention education. As the athletic training profession increases emphasis on evidence-based practice, it is important for athletic trainers to understand testicular cancer and testicular-self examination as it is outlined within their scope of practice. A general understanding of testicular cancer and the prevention techniques will be important for athletic trainers to promote awareness and health behavior practices. Objective: To examine the athletic trainers actual knowledge, concern, perceived responsibility, training, feeling of embarrassment, and professional/personal practices. Design: Cross sectional survey. Participants: 249 randomly selected athletic trainers employed in collegiate settings. 65.6% of the respondents reported being between the ages of 21 and 35 years old. Intervention: Actual knowledge, concerned, perceived responsibility, trained, embarrassed, and personal and professional practice behavior scores served as dependent variables. Main Outcome Measures: A Pearson correlation coefficient was calculated between participants actual knowledge, perceived responsibility, and concerned scores. Two one-way MANOVAs were conducted to determine if there was a difference in actual knowledge, perceived responsibility, and concerned scores that was dependent upon participants age and gender. Results: Athletic trainers in collegiate settings had a fairly high actual knowledge of testicular cancer (X=7.62 [plus or minus] 1.42 out of 10). Athletic trainers reported that they should be concerned about testicular cancer in male athletes (X=7.26 [plus or minus] .167 out of 10). Athletic trainers had a low feeling of responsibility suggested by their reported score (X=3.93[plus or minus] 0.18 out of 10). A weak correlation (r(169)=.199, P [less than] .009) was found between the actual knowledge and perceived responsibility scores, and between the actual knowledge and concerned scores (r(169)=.285, P [less than] .001). A medium to strong correlation (r(169)=.486, [less than] .001) was found between the concerned and perceived responsibility scores. Athletic trainers reported a decreased feeling of training about testicular cancer and testicular self-examination (X=2.28 [plus or minus] 2.10 out of 10). Also, athletic trainers reported (X=2.71 [plus or minus] 2.42 out of 10) that they were not embarrassed to discuss testicular cancer. Athletic trainers reported performing either a testicular self-exam or breast-self examination on themselves (X=76%). Conclusions: College athletic trainers have a low feeling of embarrassment, adequate knowledge, and a high feeling of concern regarding testicular cancer, but report a low feeling of perceived responsibility and training
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Date Issued
2014
Identifier
CFH0004564, ucf:45190
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004564
INTERRATER RELIABILITY OF PSYCHOMOTOR SKILL ASSESSMENT IN ATHLETIC TRAINING
Title
INTERRATER RELIABILITY OF PSYCHOMOTOR SKILL ASSESSMENT IN ATHLETIC TRAINING.
Creator
Craddock, Jason, Boote, David, University of Central Florida
Abstract / Description
Assessment in athletic training education is an evolutionary process that is determined by each individual Athletic Training Education Program. The autonomy authorized by national accreditation standards allows academic programs to determine the appropriate assessment practices that facilitate the meeting of student learning outcomes. Even with autonomy, formative and summative techniques are to be employed in both the didactic and clinical arenas of athletic training education programs. The...
Show moreAssessment in athletic training education is an evolutionary process that is determined by each individual Athletic Training Education Program. The autonomy authorized by national accreditation standards allows academic programs to determine the appropriate assessment practices that facilitate the meeting of student learning outcomes. Even with autonomy, formative and summative techniques are to be employed in both the didactic and clinical arenas of athletic training education programs. The major objective of athletic training education is to prepare students for entry-level practice in athletic training. The purpose of this study was to assess interrater reliability of athletic training faculty and approved clinical instructors in their rating of athletic training student performance on four psychomotor skills. A total of 115 individuals participated in this study. Thirty two faculty and 83 approved clinical instructors completed the online survey The results of this study indicate that the overall reliability was high for the entire population as well as the subgroups analyzed. Even though the overall reliability was high, three specific criteria out of a total of 29 criteria had lower reliability scores. These findings may indicate that there may be a high degree of agreement between academic faculty and approved clinical instructors in the rating of athletic training students in their performance of psychomotor skills.
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Date Issued
2009
Identifier
CFE0002639, ucf:48232
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002639
ARE APPROACHES TO TEACHING AND/OR STUDENT EVALUATION OF INSTRUCTION SCORES RELATED TO THE AMOUNT OF FACULTY FORMAL EDUATIONAL COURSEWORK?
Title
ARE APPROACHES TO TEACHING AND/OR STUDENT EVALUATION OF INSTRUCTION SCORES RELATED TO THE AMOUNT OF FACULTY FORMAL EDUATIONAL COURSEWORK?.
Creator
Schellhase, Kristen, Boote, David, University of Central Florida
Abstract / Description
The purpose of this study was to investigate if there are correlations among an instructor's approach to teaching, student evaluation of instruction outcomes, and the amount of formal coursework in education a teacher has completed. Three research questions provided the focus for the study: (1) to determine if there is a correlation between the number of formal educational courses taken by athletic training educational program (ATEP) faculty and their approach to teaching; (2) to...
Show moreThe purpose of this study was to investigate if there are correlations among an instructor's approach to teaching, student evaluation of instruction outcomes, and the amount of formal coursework in education a teacher has completed. Three research questions provided the focus for the study: (1) to determine if there is a correlation between the number of formal educational courses taken by athletic training educational program (ATEP) faculty and their approach to teaching; (2) to determine if there is a correlation between the amount of formal educational courses taken by ATEP faculty and their students' evaluations of instruction; and (3) to determine if there is a relationship between faculty's approach to teaching and students' evaluations of instruction. The population for the study was certified athletic trainers working as full-time faculty in ATEPs in the State of Florida. Data were generated using all eligible faculty from 10 of the 13 universities in Florida that offer Athletic Training Educational Programs. The study included faculty who teach in large and small ATEPs. Faculty from public and private, large and small universities were also represented. The faculty completed questionnaires that included demographic information, the Approaches to Teaching Inventory (ATI-R) and the Students' Evaluation of Educational Quality (SEEQ) questionnaire. Based on the research findings, there is clear evidence that there is a lack of uniformity among ATEP faculty in the area of formal exposure to pedagogy and curriculum. 17.6% (n = 3) of respondents earned a bachelor's degree in physical education and 18.8% (n = 3) of respondents earned a master's degree in education, health education, or physical education. Of the 77.8% (n = 14) of respondents who completed or were in progress with a doctoral degree, 42.9% (n = 6) degrees were related to education. Faculty reported completing a mean of 9.25 courses related to education (SD = 7.39). The number of educational courses taken ranged from 0 to 25 courses. The study demonstrates that there is a correlation of large effect size between the amount of formal educational coursework and the SEEQ subscale value of "Assignments/Readings." In addition, the "Assignments/Readings" and "Learning/Academic Value" subscale scores on the SEEQ were significantly higher when instructors had completed more than 10 educational courses. The study found moderate and large correlations and medium and large effect sizes between the scores of 7 of the 8 remaining SEEQ subscales and the number of education courses taken by faculty. In addition, there was a moderate correlation and medium effect size between the total score of the SEEQ and the number of education courses taken by faculty. Though statistically non-significant, each of these correlations were positive and may demonstrate a need for the study to be replicated using greater statistical power.
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Date Issued
2009
Identifier
CFE0002767, ucf:48128
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002767
INSTRUCTIONAL PRACTICES IN ATHLETIC TRAINING EDUCATION PROGRAMS: "WHAT METHODS ARE OF MOST WORTH?"
Title
INSTRUCTIONAL PRACTICES IN ATHLETIC TRAINING EDUCATION PROGRAMS: "WHAT METHODS ARE OF MOST WORTH?".
Creator
Cummings, Nancy, Boote, David, University of Central Florida
Abstract / Description
This study sought to understand effective and ineffective instructional practices in clinical settings and to identify problem-solving strategies used by students and instructors. Three research questions were addressed: where in the undergraduate athletic training education program do students learn, or fail to learn, particular skills; "what instructional methods are of most worth" in teaching these skills, as perceived by the students; and what are the problem-solving strategies used by...
Show moreThis study sought to understand effective and ineffective instructional practices in clinical settings and to identify problem-solving strategies used by students and instructors. Three research questions were addressed: where in the undergraduate athletic training education program do students learn, or fail to learn, particular skills; "what instructional methods are of most worth" in teaching these skills, as perceived by the students; and what are the problem-solving strategies used by novice, experienced non-expert, and expert athletic trainers when confronted with novel situations. The subjects were nine students ("novices") and ten Approved Clinical Instructors (ACI's) from three programs in the Southeast United States. Five ACI's were categorized as "experienced non-experts" and five as "experts". All subjects were videotaped while performing various tasks. Each subject was required to think-aloud while they performed typical tasks expected of an entry-level certified athletic trainer, as designated by the NATA Education Council. Subjects then performed a stimulated-recall session, with analysis adapted from Ericsson and Simon (1993). The main findings of this study supported the well-respected teaching notion of "first teach them, then show them, then have them do it". Most concepts were first taught via lecture in the classroom; however, participants believed the "method of most worth" to be hands-on strategies displayed in clinical settings and labs. This study confirmed and disconfirmed aspects of prior research on problem solving. Experts: offered the most verbal comments, used their self-talk to stay on task, displayed intimate rapport with the models, and used various problem-solving strategies based upon the task at hand. Experienced non-experts: tended to drift in their verbal comments, felt the need to justify their answers, spoke mostly with verbal commands, and used several problem solving strategies. Novices: provided the fewest verbal comments, apologized throughout their sessions, often found the problem statement to be the problem itself, and used basic problem solving strategies. Demographics revealed that close relationships, balanced with manageable ACI's and clinical sites, created the most successful programs. Based on the findings of this study, future research must focus on how to best design the curriculum to take advantage of these "methods of most worth".
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Date Issued
2004
Identifier
CFE0000269, ucf:46217
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000269