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Perceptions of Athletic Training students with and without self-disclosed hidden disabilities regarding quality indicators within their athletic training program

Jacoby, Chelsea L
http://orcid.org/0000-0002-0094-1359
http://rave.ohiolink.edu/etdc/view?acc_num=kent1428588445

Abstract Details

2015, MS, Kent State University, College of Education, Health and Human Services / School of Health Sciences.
The purpose of this study is to determine the perceptions of athletic training students, both with and without self-disclosed hidden disabilities, regarding the educational practices within their Athletic Training program (ATP) as measured by the Seven Principles for Good Practice in Undergraduate Education. It was our intent to determine how athletic training students perceive their educational experiences in their overall ATP and do perceptions differ between AT students with self-disclosed hidden disabilities and those without hidden disabilities. Data was collected from students (N = 129) who represented 30 of the 77 CAATE accredited undergraduate athletic training education programs in the US District 4 (GLATA). Five percent of participants (n = 7) self-identified with having a hidden disability, involving a diagnosis that affects their learning experience, including ADHD (n = 5), LD (n = 2), and some form of psychological (n = 1) or medical (n = 1) condition. Significant differences were found between groups when comparing students with a self-disclosed hidden disability and those without on the total instrument score (p= .001), and 4 out of the 7 subscales: Active Learning (p= .000), Prompt Feedback (p= .006), Time On Task (p= .002), and High Expectations (p= .011). AT educators could utilize the Seven Principles for Good Practice in Undergraduate Education to gather information regarding student perceptions of their educational experiences and use that as a basis to implement more UDL inspired approaches grounded in good practice in the didactic and clinical aspects of the program.
Kimberly Peer, Ed.D (Advisor)
Amy Quillin, Ph.D (Committee Member)
Jeffery Huston (Committee Member)
Lisa Chinn, Ph.D (Committee Member)
165 p.
Adult Education; Curricula; Curriculum Development; Education; Educational Evaluation; Educational Theory; Health Sciences; Sports Medicine; Teacher Education; Teaching
athletic training; Seven Principles for Good Practice in Undergraduate Education; Universal Design for Learning; UDL; education

Recommended Citations

Citations

  • Jacoby, C. L. (2015). Perceptions of Athletic Training students with and without self-disclosed hidden disabilities regarding quality indicators within their athletic training program [Master's thesis, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1428588445

    APA Style (7th edition)

  • Jacoby, Chelsea. Perceptions of Athletic Training students with and without self-disclosed hidden disabilities regarding quality indicators within their athletic training program. 2015. Kent State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1428588445.

    MLA Style (8th edition)

  • Jacoby, Chelsea. "Perceptions of Athletic Training students with and without self-disclosed hidden disabilities regarding quality indicators within their athletic training program." Master's thesis, Kent State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1428588445

    Chicago Manual of Style (17th edition)

kent1428588445
619
© 2015, some rights reserved.Creative Commons License Perceptions of Athletic Training students with and without self-disclosed hidden disabilities regarding quality indicators within their athletic training program by Chelsea L Jacoby is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. Based on a work at etd.ohiolink.edu.
This open access ETD is published by Kent State University and OhioLINK.