摘要：In 1997 the National Athletic Trainers’ Association (NATA) Education Task Force published several recommendations to reform athletic training education.1 As a result of these recommendations, educational reform not only helped to redefine athletic training education, but also redefined a new job market, the athletic training educator. With the establishment of new curriculums, more doctorally-educated athletic trainers (ATs) were needed to fill the tenure-track faculty positions that were created.2 The terminal degree or doctorate – whether it was a PhD, EdD, HSD, DA or other degree - helped to solidify the athletic training educator’s role in academics, assuming all of the rights and responsibilities necessary for tenure and promotion, to affect higher education policy, and for advancement into senior faculty and administration positions.?
