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Stress Reduction Strategies

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Information regarding stress reduction strategies was presented over the course of the spring 2016 semester to the athletic training students. These presentations took place in a class covering clinical experience for the athletic training students. The goal for the semester was to educate students to alleviate some of the stress athletic training students face. The study sought to reveal how students engage in stress management strategies and thus to give insight into how these strategies may or may not transfer into professional practices. The first time the ATSBI was administered was a week before finals in the semester prior to the information delivery. This is a high stress time for the students due to finals and the cumulating tasks of …show more content…
This was during a low stress time for the students. The accountability was completed by juniors and seniors in the athletic training program. The students were to practice techniques that were introduced the previous semester as well as gain new information and resources from the stress reducing techniques and tools provided over the course of the semester. The juniors met every Tuesday and the seniors meet every Thursday except when school was not in session. This round of stress application consisted of holding the students accountable for trying the techniques. Implementation occurred weekly from two minutes up to 15 minutes per class session. At the beginning of each class a formative assessment was completed by the athletic training students. The formative assessment took the form of a minute paper (see Appendix F). According to Angelo and Cross (1993) the minute paper is a form of classroom assessment. The intent of the assessment was to gain insight from the students in order to configure a technique or tool that assisted the athletic training students the most. The information gathered was to assist the researcher in answering the second research questions: What stress reduction techniques did the athletic training students report most useful? The subsequent schedule was followed. Week one was an introduction to the extension of the study started the previous semester, the administration of the …show more content…
This test is a nonparametric test, the results allows one to conclude whether what is observed would have in fact be what is expected to occur by chance. For example, the responses on the ATSBI are in categories resembling a Likert scale, the score represents the level of burnout/stress the student feels at the time of completing the survey; the expected outcome would be that during higher stress times for the students the scores would reflect higher stress. The null hypothesis would be rejected by determining the degrees of freedom and the significance level of the particular study. Statistical significance will be set at p≤.05 to prove statistical significance. The questions at hand would include: Stress interventions are not associated with a lower level of stress and burnout; One of the interventions is associated with a lower level of stress and burnout; What relationship if any exists, if at all, between stress and burnout and a stress application?; Does a stress application have a relationship with stress and burnout levels? Nominal variables would include the four or six point Likert scale. This number will be determined upon committee approval of adjusting the Likert scale. See disclosure at the end of Chapter Three for disclosure

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