Factors and Strategies Contributing to the Work–Life Balance of Female Athletic Trainers Employed in the NCAA Division I Setting
2013; Volume: 5; Issue: 5 Linguagem: Inglês
10.3928/19425864-20130906-02
ISSN1942-5872
AutoresStephanie M. Mazerolle, Elizabeth M. Ferraro, Christianne M. Eason, Ashley Goodman,
Tópico(s)Shoulder Injury and Treatment
ResumoOriginal Research freeFactors and Strategies Contributing to the Work–Life Balance of Female Athletic Trainers Employed in the NCAA Division I Setting Stephanie M. Mazerolle, PhD, ATC, LAT, , , PhD, ATC, LAT Elizabeth M. Ferraro, ATC, , , ATC Christianne M. Eason, MS, ATC, , and , MS, ATC Ashley Goodman, PhD, ATC, , PhD, ATC Stephanie M. Mazerolle, PhD, ATC, LAT , Elizabeth M. Ferraro, ATC , Christianne M. Eason, MS, ATC , and Ashley Goodman, PhD, ATC Athletic Training & Sports Health Care, 2013;5(5):211–222Published Online:September 06, 2013https://doi.org/10.3928/19425864-20130906-02Cited by:2PDFAbstract ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinkedInRedditEmail SectionsMoreAbstractThis study aimed to determine contributing factors and strategies used by female athletic trainers employed in the Division I collegiate setting to fulfill work–life balance (WLB). Twenty-seven female athletic trainers (unmarried = 14; married = 6; married with children = 7) currently employed full time participated in online interviews. Data were examined using a general inductive approach. Analysis revealed 3 main themes influencing issues important to the WLB of female athletic trainers: (1) hours worked and travel, (2) inflexibility and lack of control over schedules, and (3) communication with coaches. Four themes surfaced to highlight strategies used to promote WLB: (1) support systems, (2) prioritizing family time, (3) ability to separate work and home, and (4) exercise. Female athletic trainers should continue to make time away from the role of athletic trainer and capitalize on informal resources, such as coworker support, to maintain WLB. Formal policies are needed to help retain female athletic trainers in the profession. [Athletic Training & Sports Health Care. 2013;5(5):211–222.]IntroductionWork–life balance (WLB) is a term used to describe an individual's practices aimed at achieving balance between demands of their work lives and the responsibilities associated with non-work roles, such as those of spouse and parent, among others. Work–life balance, most simply, is about individuals having a measure of control over when, where, and how they work as a means to help meet needs related to their lives outside the workplace. Considerable attention has been given to this topic within the athletic training literature,1–4 given the demands of the role of the athletic trainer.Mazerolle et al1,2 first reported that athletic trainers working in the collegiate setting experience difficulty striking a balance between their work and family lives, mostly due to the time demands associated with the athletic trainer role. Pitney et al4 also found that athletic trainers working in the secondary school setting can experience difficulty as well, largely due to the hours worked. Other factors, such as inflexible work hours, expectations of coaches, and travel, have been linked to issues achieving WLB for athletic trainers.1,2,4,5 Organizational factors, such as work scheduling and hours worked, are often at the crux of factors influencing fulfillment of WLB, especially for athletic trainers.1,2,4,6,7Dixon and Bruening8,9 developed a theoretical model suggesting that several factors interact and can lead to issues with WLB, including society pressures and gender norms. Early research suggests that women tend to struggle more with WLB, primarily due to parenting pressures and the need to manage home responsibilities. Although gender differences were not found by Mazerolle et al,1 it is apparent that female athletic trainers do struggle with WLB, as highlighted by findings of Kahanov et al10 and Kahanov and Eberman,11 which highlight a departure from the profession. Many women after the age of 28 years appear to leave the athletic training profession, notably due to a change in family status. Goodman et al12 indicated WLB-related issues as a reason for female athletic trainers to depart the NCAA Division I setting. In addition, retention data within athletic training indicate a link between the time commitment of the profession and early departure.13,14 In fact, Dodge et al13 reported that many athletic training students change degree programs because of concerns related to parenthood and balancing the demands of the profession.Because the trend for female athletic trainers to leave the profession after starting a family appears to be a critical issue facing the profession, it is necessary to gain a more thorough understanding of their perceptions and experiences. Although abundant empirical data exist regarding WLB for athletic trainers, limited attention has been given to female athletic trainers across various life stages (unmarried, married, and married with children). Specifically, female athletic trainers employed at the collegiate level are a critical group to examine due to a remarkable decline in their representation within that setting.The purpose of this study was to gain the perspective of female athletic trainers employed in the Division I setting, regardless of marital status, to evaluate factors and strategies used to maintain WLB. Furthermore, this study will be the first to gain the perspective of female athletic trainers on the life experiences spectrum (unmarried, married, married with children), as each stage of life can have its own set of obstacles and challenges that may influence experiences. Our study was guided by the following research questions: (1) What are the factors that contribute to the WLB of female athletic trainers in the NCAA Division I setting? (2) What strategies do female athletic trainers capitalize on to fulfill a sense of WLB?Procedures and FindingsParticipantsAfter securing institutional review board approval, participants were purposefully recruited using convenience and snowball sampling procedures.15 Female athletic trainers employed in the Division I collegiate setting were recruited because the overall aim of our study was to gain a holistic picture of WLB-related issues facing female athletic trainers employed in the collegiate setting. A total of 27 female athletic trainers employed in the Division I collegiate setting volunteered to participate in this study. Descriptive statistics of the demographic data are provided in Tables 1–3.Table 1 Study Participants' Ages and Experience (Years)VARIABLEALL PARTICIPANTS (N = 27), MEAN ± SD (RANGE)UNMARRIED (N = 14), MEAN ± SD (RANGE)MARRIED (N = 6), MEAN ± SD (RANGE)MARRIED WITH CHILDREN (N = 7), MEAN ± SD (RANGE)Age35 ± 9 (26–57)32 ± 5 (27–48)34 ± 11 (26–57)41 ± 9 (30–54)Certification by the Board of Certification, Inc11 ± 8 (3–35)9 ± 6 (3–26)13 ± 11 (4–35)14 ± 10 (4–31)Division I experience7 ± 8 (1–30)5 ± 5 (2–20)8 ± 11 (1–30)12 ± 10 (3–29)Table 2 Study Participants' Demographic DataVARIABLEALL PARTICIPANTS (N = 27)UNMARRIED (N = 14)MARRIED (N = 6)MARRIED WITH CHILDREN (N = 7)Highest degree (%) Bachelor's1 (4)1 (7)00 Master's24 (89)13 (93)6 (100)5 (71) PhD1 (4)001 (14) MEd1 (4)001 (14)Title (%) Assistant athletic trainer21 (78)9 (64)6 (100)6 (86) Associate athletic trainer3 (11)2 (14)01 (14) Director of sports medicine1 (4)1 (7)00 Head athletic trainer1 (4)1 (7)00 Graduate assistant athletic trainer1 (4)1 (7)00Primary sport (%) Women's basketball9 (33)4 (29)3 (50)2 (29) Women's soccer7 (26)4 (29)1 (17)2 (29) Football3 (11)2 (14)01 (14) Women's volleyball3 (11)1 (7)2 (33)0 Track & field2 (7)1 (7)01 (14) Women's gymnastics1 (4)1 (7)00 Women's ice hockey1 (4)1 (7)01 (14)Table 3 Work Schedule of Study ParticipantsVARIABLEALL PARTICIPANTS (N = 27), MEAN ± SDUNMARRIED (N = 14), MEAN ± SDMARRIED (N = 6), MEAN ± SDMARRIED WITH CHILDREN (N = 7), MEAN ± SDWork contract (months)12 ± 112 ± 112 ± 112 ± 1Work week (hours) In-season coverage58 ± 1960 ± 1766 ± 756 ± 13 Out-of-season coverage36 ± 1538 ± 1244 ± 731 ± 19Travel load (days per month) In-season coverage10 ± 611 ± 511 ± 87 ± 6 Out-of season coverage2 ± 41 ± 15 ± 81 ± 2Data CollectionData collection was conducted online using Question-Pro (Seattle, Washington), which is a secure data tracking Web site designed specifically for research purposes. Before data collection was completed, peer review was completed, and the interview guide was piloted by a panel of experts (N = 3), composed of female athletic trainers employed in the Division I setting and representing each of the 3 life experience spectrums. Questions were derived from previous published work in athletic training regarding WLB,1,2,4,6 retention in the workplace,12 and motherhood among athletic trainers.10Data Analysis and CredibilityA general inductive process to analyze the textual data, as described by Thomas,16 was used. We initially evaluated transcripts by reading them in their entirety to gain a sense of the data. Read-throughs continued multiple times; data were assigned labels during second and third read-throughs. These labels were descriptors of main thoughts and findings of the transcripts. After categories were assigned to the data, they were organized into more specific dominant themes to reduce redundancy of categories and to help articulate findings, which pertain to the research agenda.We used 3 data credibility strategies to ensure trustworthiness: member checks, peer review, and multiple analyst triangulation. One female from each subgroup (unmarried, married, married with children) was contacted for brief follow-up interviews to present the initial findings from the data analysis to the participants for their confirmation. The peer review was completed by an athletic training scholar (A.G.) with experience in qualitative methods and strong knowledge in WLB and the retention of athletic trainers. The peer (athletic training scholar) helped establish credibility by reviewing all data collection procedures and final themes. Two researchers (S.M.M., C.M.E.) independently completed the data collection procedures as outlined above to establish multiple-analyst triangulation.ResultsOur analysis of participants' experiences revealed 3 main themes as factors influencing WLB-related issues among female athletic trainers in the NCAA Division I setting (Figure 1): (1) hours worked and travel, (2) inflexibility and lack of control over schedules, and (3) communication with coaches. These themes were identified by analyzing responses to the following questions: Does working in the athletic training profession provide a suitable working environment to achieve a balanced life style?Have you experienced challenges finding a balance between your personal and professional life?Figure 1. Analysis of participants' experiences revealed 3 main themes as factors influencing the work–life balance of female athletic trainers working in the Division I setting. These 3 factors included interactions with coaches, hours and travel requirements, and lack of control over their own schedules.To protect participant's identities, pseudonyms are used throughout this article when textual data are provided to support our findings.Sources of ConflictHours Worked and Travel. Hours worked and time spent traveling with their teams was discussed by our female athletic trainers as influential to their WLB. For example, Hannah, an unmarried female athletic trainer, stated: I think you can achieve a balanced lifestyle working as an athletic trainer, depending on the setting. At a high-level Division I university, I do not think a balanced life style is possible. I think it's expected to sacrifice your personal life for your work life.Hannah continued to explain her rationale behind the inability to find WLB: Yes, I have experienced challenges [between my work responsibilities and my home life] mostly due to the amount of time expected at work. It is difficult to have a life outside of work when you're constantly "on-call," and travel is considerable during season.Other female athletic trainers shared similar sentiments regarding WLB in the collegiate setting. They believed finding WLB was challenging at the Division I level, specifically due to the number of hours they need to work, coupled with the extensive travel requirements associated with medical coverage. Shelly, when discussing WLB, said, "When working a lot of hours it is difficult to find family time or being a part of events [not work related]." Annie added, "The hours I work are too long and unpredictable to be able to plan much around."Several of the female athletic trainers discussed the influence of impending motherhood or motherhood on the possibility of WLB. Molly wrote, "With the unpredictable extensive hours required to work as an [athletic trainer] I do not think that I would be a mother and an [athletic trainer]." Julie reflected: There is no possible way that I see for me to be a mother and continue to keep the job I currently have. I would not feel comfortable based on the amount of time I travel and the hours I put in during the season allowing someone else to raise my child.Our participants highlighted the difficulty of achieving WLB in the collegiate setting due to the hours necessary to meet work-related responsibilities, as well as the travel associated with the athletic trainer position. Hours worked and travel, although distinct concepts, were often coupled together as problematic for female athletic trainers, as they limited the time available at home. Limited time for nonwork responsibilities was an issue for female athletic trainers regardless of current marital and family status; however, motherhood appeared to cause more concern for our participants.Inflexibility and Lack of Control Over Schedules. Our female athletic trainers identified unpredictable practice schedules and last-minute schedule changes as factors that can negatively impact their ability to achieve WLB. An athletic trainer's workday is not defined by the typical 9 am to 5 pm shift, and sudden time changes for practices and games make it challenging to attain WLB. Samantha shared, "The college environment is not conducive to balance with travel and schedules that change at the last minute regularly." Julie said, "There are so many times that I don't feel like I can 'say no' to work, or times that practices/games/travel get changed or moved on a moment's notice." Athletic trainers at the Division I level, as discussed by this group of female athletic trainers, struggled with WLB due to a lack of autonomy over the work schedules, which was often at the hands of the coaching staff. As Samantha said: I never know what time practice is day to day or what our travel plans are. The dissemination of information to staff is poor at best, so I have to guess when to come to work and guess when I am leaving day to day. I ask nearly every day what the schedule is. It becomes quite frustrating when you are trying to plan family events, attempting to get home for holidays, and trying to simply plan dinner.Communication With Coaches. The relationship between the athletic trainer and the coach was recognized as a facilitator for issues with WLB. For instance, Samantha explained that, "the type of coaching staff you have will dictate your quality of life as an athletic trainer." Another female athletic trainer, Julie, discussed the lack of teamwork between the athletic training staff and the coach: "Our head coach does not seem to value anyone else's time, as she expects us to drop plans on a moment's notice to change or alter for her." Molly explained frustrations with planning time away from the role of the athletic trainer due to coaching issues, stating, "Coaches do not tell me the schedule for practice and travel ahead of time, so I am unable to plan things in my personal life, such as vacations, dates, concerts, etc."Communication was discussed as a catalyst for issues with WLB. Specifically, a lack of communication between the athletic trainer and the coach precipitated issues with WLB, particularly in the form of a lack of control over his or her work schedule. Both Samantha and Nancy mentioned issues with their coaches and the impact it had on their WLB. Samantha, an assistant athletic trainer, shared: We have a staff that is always in disarray. I never know what time practice is day to day or what our travel plans are. The dissemination of information to staff is poor at best so I have to guess when to come to work and when I am leaving day to day.Nancy wrote: Some of my coaches communicate well and others do not. When coaches don't communicate well about their practice/competition schedules, it is hard to plan my schedule. This makes it hard to balance life if I don't know when I'll have time to run errands, meet friends for dinner, etc. This can be stressful.Jane's experiences were similar to other female athletic trainers: In fact, they [the coaches] schedule practice times around themselves instead of taking into consideration the other people it affects, often spreading my day out longer, covering an early practice in the morning and a late one in the afternoon as well, since I am primarily responsible for more than one sport.Issues with communication permeated throughout the discussion for our participants and affected those who were unmarried, married, or married with children. The coach who did not include the athletic trainers in scheduling placed them at a disadvantage in regard to WLB. An unmarried female athletic trainer, Susan, shared: [My] coaching staff can make finding a balance difficult based on the fact of the lack of communication that exists at times. It is not the hours of work that bother me, but if the schedule is not available, then I am unable to make plans for myself in terms of activities outside of work.Some female athletic trainers at the collegiate level believe that most coaches prioritize their job as coach first and forget to be considerate of other people involved in their program. Some female athletic trainers believe that coaches forget there is a life outside of sports, which complicates the attempts of others to achieve WLB. Hannah shared her opinion: "[They] make it difficult, as they have no significant other/family and live, breathe, and die for their jobs."Strategies for Achieving Work–Life BalanceFour themes surfaced to highlight strategies used by female athletic trainers to promote a balance between their personal life and professional life, including (1) support systems, (2) prioritizing family time, (3) ability to separate work and home, and (4) exercise (Figure 2).Figure 2. Four themes emerged, highlighting strategies used by female athletic trainers employed in the Division I setting to promote a balance between their professional lives and work lives. Abbreviation: WLB, work–life balance.Support Systems. Regardless of marital status, the most commonly found strategy was having a support system. Support systems for female athletic trainers comprise family and friends, coworkers, and supervisors.Support From Family and Friends. Our female athletic trainers expressed the importance of having understanding family and friends. Their understanding was focused on the obscurity of the hours and lack of flexibility associated with the collegiate setting. For example, an unmarried female athletic trainer, Susan, revealed: My parents are a huge support system in terms of understanding my schedule and making time for me in terms of phone calls and visits. Most of my close friends have a good understanding of what my job entails and the hours I work, and they are extremely respectful and understanding.Paula shared similar thoughts on finding WLB through support networks, stating, "My family is willing to accept, adjust to, and supports the sometimes-off hours that are required to do our jobs as athletic trainers well." Spousal support, as reflected by Caitlin's statement, is also necessary. She shared, "Having a very supportive spouse is very helpful in managing stresses and realizing what is important." Julie added, "My husband is very supportive of myself [sic] and my job. He attends every home game that he can and comes with me for treatments on 'off days,' so we have more time together." Samantha also included her appreciation of having a supportive spouse, stating: My husband is extremely supportive in sharing home duties like cleaning, dog walking/care, laundry, and bill paying. This team effort puts my mind at ease when I am doing a lot of traveling and spending a lot of long days at work. He also reminds me to say 'no' to extra tasks that aren't my responsibility.Coworker Support. A cohesive work environment that promotes and utilizes teamwork is also important to facilitate WLB for female athletic trainers. Several of the female athletic trainers mentioned the role their colleagues played on finding WLB, as demonstrated in comments by Caitlin regarding the significance of staff support: Having supportive coworkers…is a godsend. When a staff as a whole helps each other out, we can take turns with coverage to allow everyone a chance to leave early or get to a family event they might not otherwise have been able to go to. Doing this…eases the stress of balancing life and work because you can depend on others to help you get that balance.Samantha's comments support Caitlin's, as she shared: My coworkers are amazing. Each of us is always ready to support the other when unexpected time off is needed. Knowing this makes it a little easier to get away for family emergencies or health issues.Jaime included that coworkers can add to balance outside of their usual work setting, sharing, "When we all are free, we tend to all go out to either have dinner and/or a drink. We are like our own little family, so we will have fun together."Supervisor Support. Supervisor support has also been identified as helpful for an athletic trainer to fulfill WLB and was discussed by this group of female athletic trainers as being necessary. After working 1 year at her current university, married female athletic trainer, Julie, wrote, "he [my head athletic trainer] is supportive of us [our staff] 'not being in the office if we don't have to' and giving us the opportunity to have some extra down time." Danielle, married with 3 children, added, "My boss lets me take the necessary time off to take care of my children. Also the kids are able to come to [my] work." Paula highlighted the importance of the head athletic trainer's personal and professional philosophy regarding family time, WLB, and managing work roles. She wrote: [My supervisor's role in WLB] is crucial. He believes that family is most important. He has a family of his own for which his wife was/is the primary care giver and traditional mom. He saw a department need that could be filled with a schedule that worked for me.Support networks that encompass female athletic trainers' personal lives and work lives are important facilitators of WLB, as they allow for increased time to address responsibilities associated with either role.Prioritizing Family and Personal Time. Another key strategy identified by our participants to help achieve WLB was the ability to prioritize time for family or personal interests. Although marital status was not a significant factor, the importance to prioritize was mentioned often by most of the female athletic trainers who are married or married with children. They indicated that prioritizing the multiple tasks at work was essential for family time and personal time. For the majority of female athletic trainers, family interaction was important. However, they missed out on family events because of their work schedule. Nancy wrote, "I've learned to ask off from work if there is an important family/friend event I would like to attend." To keep free time sacred, Beth, a mother of 3 children, shared, "I tell my athletes when I will be available to them and then stick to it unless an emergency is involved. I use my spare time for me and my family."Shelly, who is married with 2 children, added: I have a house cleaner so I don't spend time doing that when I do get out of work. I have Thursday mornings off, which helped when my children were little, and then when they went to school, it was my time to get anything I needed to get done, such as shopping, picking up, [and] volunteering in their school.Time management, specifically the management of personal and family time, was discussed as a means to find WLB. Samantha, a married female athletic trainer, shared her method: Learning to say "no" is crucial. Portability of work [is important] so that I can catch up on simple paperwork out of the office where there are less distractions (shared office makes this difficult). I also try to schedule rehabs and treatments around the practice schedule to consolidate the day as best I can and [to] spend less time in the office.An unmarried female athletic trainer also used saying "no" as a means to create more available time. Coworker support, a previously mentioned finding, was also helpful as a means to create more time. This was highlighted by Jane: Taking time for myself and saying "no" when I have to attend to nonwork-related things. Also, I have been more open to a coworker covering, when available, so I can make it to more weddings/funerals and important family/life functions.Time management outside of the workplace was discussed by Hannah as an important factor in prioritizing personal time. She said, "[I am] really good about time management, so when I am away from work I know what I need to get done (errands, etc) in order to utilize down time."Separation of Work and Home. As a mediation to the challenges of not bringing work responsibilities home, our female athletic trainers try to establish boundaries between work and home. An unmarried female athletic trainer, Mary, shared, "A cut-off each day [is helpful for me] and [I] continue the next day where I left off. I do not return text messages in the off-season if they are after hours unless [it is] an emergency." Kristen's comment supports Mary's comment, as she reflected, "…trying to turn off what may have happened during the day when I get home and just focusing on my family."Hailey's tactic was simple: "[I] let things go, and as long as I am taking care of my responsibilities at work [I leave it there]." Keeping a separation was not easy, as pointed out by Sarah, but is attempted as a means to create WLB. She stated, "I try to leave work at work and home at home. [This is] not always easy." Using commute time was one way to navigate a separation, as Beth shared, "I use my 1-hour commute to decompress before/after work. I try not to bring work home and home to work."Exercise. Many female athletic trainers found it important to make the time to work out. They expressed that it gave them the personal time needed to de-stress and rejuvenate. Sarah wrote, "I have an established workout schedule daily. My athletes and coaches know that's my time and it [is] not to be invaded." Julie explained, "I try to get in a workout daily for a bit of time away from the office." Susan shared, "Taking time for myself [is important to me]. I make sure that I workout 5 times per week." Workout time was cited as important for the unmarried and married female athletic trainers in this study; however, none of the female athletic trainers who are married with children mentioned the use of exercise as a WLB strategy.DiscussionWork–life balance has become a central focus for Americans, as indicated by the growth of research in the area, development of the Sloan Work and Family Network, and the number of hours worked weekly by most Americans, which often exceeds 40 hours.17 It is not surprising, then, that WLB has emerged as a key issue for health care professionals and athletic trainers. Several researchers have linked the attrition of female athletic trainers to the desire to find a balance between work, personal interests, and family obligations.1,2,6,10,12 As a result, the objective of our study was to expand insights into female athletic trainers' perceptions of WLB in the Division I collegiate setting. Interest behind this study was driven by a multitude of factors, including limited research regarding female athletic trainers' perceptions of career intentions, combined with factors that influence their decision to stay or leave the profession. Previous research shows a negative trend for females to leave the athletic training profession after starting a family.1,2,6,10,12 Our results indicate that female athletic trainers, regardless of marital status, view WLB as possible with a combination of positive support systems, 2-way communication, and time management. In addition, suitable work and home boundaries or rules need to be set and adhered to. However, many female athletic trainers find this to be difficult and recognize that sacrifices will need to be made in both work life and home life. We believe that often, these ongoing compromises lead to eventual sacrifice of their role as an athletic trainer to allow for success as a mother. These sacrifices may result in either a departure from the profession entirely or a diminished quality of work.Work–Life Balance FactorsThe female athletic trainers in our study experienced a combination of factors influencing their ability to maintain WLB, many of which have been identified in previous research.1,2,6,10,12 Our participants identified daily hours worked and travel over weekends as a major facilitator for imbalance, which is comparable to the findings of Mazerolle et al.1,2,6 On average, the in-season hours worked by the participants in the current study were more than 50 per week; further, on average, athletic trainers traveled 10 days per month. We found no differences between hours worked per week in season or hours worked out of season among the life stages (unmarried, married, married with children). In addition, in-season and out-of-season travel requirements were simila
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