Kicking Conflict in Athletic Training Practice Settings
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This presentation is a replay from NATA 2024 in New Orleans, providing another opportunity to access its valuable content and insights.
Abstract:
Organizational conflict can occur for athletic trainers due to competing priorities between clinicians and other stakeholders (coaches, players, parents, etc.). Work-family conflict can also occur due to the requirements of working in athletics. Pressure to make clinical decisions and work-family conflict have been shown to affect job status and quality of life previously. Therefore, it is critical for clinicians to learn conflict management strategies to successfully mitigate stress.
Learning Objectives:
- Summarize the literature exploring organizational conflict in athletic training practice settings.
- Summarize the literature exploring work-family and family-work conflict in athletic training practice settings.
- Discuss strategies to mitigate organizational conflict in athletic training practice settings.
- Discuss strategies to mitigate work-family and family-work conflict in athletic training practice settings.
Level:
Advanced
Domain(s):
Domain 5: Health Care Administration and Professional Responsibility
CEUs:
1.0 Category A
Keywords:
conflict resolution; burnout; stress
Enhanced Access On-Demand Course Expiration:
Access to this course will expire at the end of the membership year on December 31 at 11:59 p.m. CST.
For full details, refer to the Expiration Date Policy on our FAQ page.
Tom Bowman, PhD, ATC
Dr. Tom Bowman is a Professor of Athletic Training and Director of the University Research Center at the University of Lynchburg. He joined the university in 2004 and has dedicated his career to advancing research and education in athletic training. His work focuses on head and neck injury in sport, protective equipment performance, and professional socialization within the field.
A Fellow of the National Athletic Trainers’ Association, Dr. Bowman brings extensive expertise in concussion management, emergency response in equipment-intensive sports, and research design and statistics. His passion for evidence-based practice and student development is reflected in his teaching, mentorship, and scholarly contributions to the profession.
Stephanie Singe, PhD, ATC, FNATA
Dr. Singe is an Associate Professor, and core faculty member of the CAATE accredited athletic training program at the University of Connecticut. Over the last 15 years she has published more than 100 peer-reviewed articles on subjects related to work-life balance, professional commitment and retention, and professional socialization. Her work has focused on determining factors that contribute to work-life conflict for the athletic trainer working in a variety of settings as well as strategies that can minimize the negative impact of those conflicts. Dr. Singe’s research efforts have also included gaining an appreciation of the complex and dynamic process on how an athletic trainer gains understanding of their varied roles within the profession as a means to facilitate improved role inductance and continuance.
She is the lead author on the NATA’s position statement on work-life balance in athletic training, which is currently being written for publication. She is a section editor for the Journal of Athletic Training, serves on the NATAREF scholarship committee, and NATAREF free communication committee. She recently joined the NATA’s research mentor program to help coordinate the program and facilitate mentor-mentee relationships.
Dr. Singe earned her bachelor’s degree in athletic training from the University of Connecticut, in 2000; her master’s degree in athletic training from the Old Dominion University in 2002; and her doctorate in kinesiology and sports management from the University of Connecticut in 2005.
