Gamepad-based training was feasible and superior to physiotherapy without feedback in improving BBS performance and retaining it for 1 month. After training, 10MWT data were comparable between groups. Further development of the system is warranted to allow the autonomous use of Gamepad outside clinical settings, to enhance gait improvements, and to increase transfer of training effects to real-life contexts.

Context: Previous researchers have indicated that athletic training education programs (ATEPs) appear to retain students who are motivated and well integrated into their education programs. However, no researchers have examined the factors leading to successful persistence to graduation of recent graduates from ATEPs.Objective: To determine the factors that led students enrolled in a postprofessional education program accredited by the National Athletic Trainers' Association (NATA) to persist to graduation from accredited undergraduate ATEPs.Design: Qualitative study. Setting: Postprofessional education program accredited by the NATA.Patients or Other Participants: Fourteen graduates (12 women, 2 men) of accredited undergraduate entry-level ATEPs who were enrolled in an NATA-accredited postprofessional education program volunteered to participate. Data Collection and Analysis:We conducted semistructured interviews and analyzed data through a grounded theory approach. We used open, axial, and selective coding procedures. To ensure trustworthiness, 2 independent coders analyzed the data. The researchers then negotiated over the coding categories until they reached 100% agreement. We also performed member checks and peer debriefing.Results: Four themes emerged from the data. Decisions to persist to graduation from ATEPs appeared to be influenced by students' positive interactions with faculty, clinical instructors, and peers. The environment of the ATEPs also affected their persistence. Participants thought they learned much in both the clinic and the classroom, and this learning motivated them to persist. Finally, participants could see themselves practicing athletic training as a career, and this greatly influenced their eventual persistence.Conclusions: Our study gives athletic training educators insight into the reasons students persist to graduation from ATEPs. Specifically, athletic training programs should strive to develop close-knit learning communities that stress positive interactions between students and instructors. Athletic training educators also must work to present the athletic training field as exciting and dynamic.

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‡Department of Exercise Science and Sport Studies, Springfield College, MA Context: Professional socialization is a key process in the professional development of athletic training students. The published athletic training education research has focused on many perspectives regarding socialization; however, it has yet to investigate the program director's (PD's) opinion.Objective: To gain insights from the PD on methods used to socialize students into the athletic training program and profession.Design: Qualitative study.Setting: One-on-one telephone interviews. Patients or Other Participants:A total of 16 PDs at accredited undergraduate athletic training programs volunteered for our study. Our participants had, on average, 6 6 4 years of experience in the role of the PD, and they were 44 6 8 years old. Data Collection and Analysis:We conducted one-on-one phone interviews, which we transcribed verbatim. We performed a general inductive analysis of the data and completed member checks, multiple analyst triangulation, and peer review to establish data and methodological credibility.Results: Two major themes emerged regarding the socialization process used by athletic training programs: formal and informal processes. The formal processes can be categorized into 5 distinctive methods, including (1) an introductory course to athletic training that often includes observation hours, (2) orientation sessions, (3) student handbooks, (4) athletic training student club activities, and (5) organized peer mentoring programs. The informal processes can be classified by 2 distinct practices: (1) social outings and (2) mentoring or peer groups.Conclusions: The use of formal training sessions emerged as a popular method with which to socialize athletic training students into their impending role, particularly because these sessions allow for effective communication regarding program expectations and methods with which to be successful. In addition, an opportunity to gain a realistic impression of the role of the athletic trainer is necessary for successful role inductance and again permeates all aspects of athletic training.

Context Mentorship has been established as a key facilitator of professional socialization for athletic trainers into various professional roles. Understanding how current doctoral students are trained to serve in future faculty roles is critical, as there is an increased demand for athletic trainers to serve in this capacity. Objective Gain an understanding of the relationship that develops between a doctoral student and the athletic training faculty mentor. Design Qualitative study. Setting Universities with athletic training doctoral students. Patients or Other Participants Twenty-eight doctoral students (19 females, 9 males; average age = 28 ± 3 years) participated in our study. The doctoral students were certified for 6 ± 3 years and represented 5 different National Athletic Trainers' Association districts and 9 different universities. Main Outcome Measures One-on-one telephone interviews following a semistructured script were recorded with all participants. Upon completion, each interview was transcribed and analyzed using a thematic approach. Peer review, multiple analyst triangulation, and stakeholder checks ensured trustworthiness. Results Three themes emerged from our thematic analysis procedure: (1) The relationship between the student and the faculty mentor needs to be one that is supportive, yet viewed as yielding autonomy and collaboration; (2) the relationship between the student and the faculty mentor needs to include opportunities for professional development specifically related to skill acquisition and development related to a future academic role; and (3) the relationship between the student and the faculty mentor must demonstrate a mutual investment in the educational experience. Conclusions Mentoring is necessary to help ensure a quality experience for doctoral students preparing for future positions in higher education or research. Like previous research in socialization, doctoral students want autonomy in their roles, but value their mentor's feedback and support. Therefore, doctoral faculty mentors should demonstrate strong communication skills and provide doctoral students opportunities for diverse learning experiences.