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Updated: Jun 24, 2026

Vision Training Methods for Sports Concussion Mitigation and Management

Vision Training Methods for Sports Concussion Mitigation and Management

Published on: May 5, 2015

Student retention in athletic training education programs.

Thomas M Dodge¹, Murray F Mitchell, James M Mensch

¹Boston University, Sargent College of Health and Rehabilitation Sciences, Department of Physical Therapy and Athletic Training, Boston, MA 02215, USA. tdodge@bu.edu

Journal of Athletic Training

|March 20, 2009

Summary

This summary is machine-generated.

Student motivation, academic and clinical integration, and peer support are key to athletic training program retention. Understanding these factors is crucial for educators to develop effective strategies for keeping quality students in the profession.

Keywords:

career choice persistence retention, drop-out socialization

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Last Updated: Jun 24, 2026

Vision Training Methods for Sports Concussion Mitigation and Management

Vision Training Methods for Sports Concussion Mitigation and Management

Published on: May 5, 2015

Area of Science:

Sports Medicine
Higher Education
Student Retention

Background:

Attracting and retaining quality students is vital for academic program success, including athletic training.
The factors differentiating persistent athletic training students from those who leave the major are not well understood.
Identifying profiles of students who persist versus those who change majors is important for program development.

Purpose of the Study:

To explore relationships between anticipatory factors, academic integration, clinical integration, social integration, and motivation.
To determine which variables differentiate senior athletic training students from those who change majors.
To identify the strongest predictor of persistence in athletic training education programs.

Main Methods:

A mixed-methods approach combining qualitative and quantitative data.
Data collected from 94 senior athletic training students and 31 major changers across 13 programs.
Analysis included correlations, MANOVA, ANOVA, discriminant analysis, and qualitative coding of open-ended responses.

Main Results:

Motivation showed moderate correlations with clinical integration (r=0.515) and academic integration (r=0.509).
Academic integration, clinical integration, and motivation significantly discriminated between seniors and major changers.
Motivation was the strongest predictor of persistence, explaining 37.2% of the variance; a strong peer-support group was a common qualitative theme.

Conclusions:

Student motivation, clinical and academic integration, and peer support are critical factors for athletic training student retention.
Educators and program directors should implement recruitment and retention strategies addressing these identified factors.
Enhancing these elements can improve student persistence and strengthen the athletic training profession.