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Theoretical development of an extra-curricular, clinically oriented international athletic training education program for foreign national students attending indigenous athletic training/ sports medicine programs
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|Title:||Theoretical development of an extra-curricular, clinically oriented international athletic training education program for foreign national students attending indigenous athletic training/ sports medicine programs|
|Issue Date:||Aug 2014|
|Publisher:||[Honolulu] : [University of Hawaii at Manoa], [August 2014]|
|Abstract:||The International Program of Athletic Training in Hawaii (IPATH) was developed utilizing the six-step theoretical approach for program planning to offer the Japan Sports Association (JASA) athletic training (AT) program students a supplemental athletic training education at the University of Hawaiʻi at Mānoa (UHM). Step one involves analysis of planning context and client system. The planning idea originally emerged from the previous experiences of interactions with Japanese institutions and the KRS department via athletic training education and human cadaver dissection opportunities. Step two includes justification of the IPATH based on the needs evidenced in previous literature, UHM's previous experiences and available resources. Three "needs" were identified among the JASA-AT education system: enrichment of the clinical experience; increased opportunity in cadaver dissection for human anatomy learning; and international experience/improvement of English proficiency over two-week IPATH Spring and Fall programs. In order to meet the needs, clear visions, missions, goals and objectives were developed in Step three. Measurable objectives were designed in the didactic and clinical courses, which consist of human cadaver anatomy, athletic training injury assessment, athletic training administration, clinical experience, and athletic training focused English language. All of the courses can be delivered via pre-existing resources that are officially affiliated with the UHM. Step four involved the presentation of detailed structures and design of IPATH Spring and Fall programs. Step five entailed the discussion of the administrative concerns associated with the program cost, time involved, instructors, student requirements, student housing, and travel expenses. Utilizing realistic figures based on existing university resources, the estimate of the AT program fees were calculated and proposed. The barriers to implementation may include: recruitment difficulty, low baseline language proficiency, differences between academic year system in the US and Japan, financial limitations, and length of stay. The step six involved proposal of series of evaluation plans with sample evaluation tools to evaluate; student performance, academic courses, and the overall program experience. Establishment of thorough evaluation tools is indispensable to constantly keep international athletic training education current and effective. The IPATH is intended to target athletic training population worldwide in the future.|
|Description:||Ph.D. University of Hawaii at Manoa 2014.|
Includes bibliographical references.
|Rights:||All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.|
|Appears in Collections:||Ph.D. - Education|
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