How these subjective feelings of giving way affect actual functional performance or sport participation remains an area of debate. While it seems inherent that those with FAI will have "functional" deficits, this has not been consistently reported in the literature.Developed with the intentions of tracking rehabilitation and determining return-to-play criteria, functional performance testing provides an unbiased means of measuring functional ability. 10Most of the research on functional performance testing relates to the knee and, more specifically, to testing individuals with anterior cruciate ligament-deficient and reconstructed knees. 4,12,16,20,[24][25][26]28,29,34,37 Functional performance tests range from general lower extremity tests to unilateral hopping tests. 1,2,4,6,12,[16][17][18]20,22,24,[29][30][31][32][33]37 Limited studies exist evaluating the presence of functional deficits in patients with FAI. 7,9,10,21,27,39 Even with the small amount of research available, the studies present with conflicting results, adding to the confusion regarding the nature of this condition. Studies that used general lower extremity tests, such as the 6-meter shuttle run 9,27 and cocontraction test, 9 found no performance deficits in participants with FAI. Of 6 studies that used unilateral L ateral ankle sprains, which are primarily caused by an inversion stress to the joint, account for 34% of all injuries in athletics. 13 Additionally, up to 40% of individuals report a sense of instability after an initial sprain that may lead to recurrent instability. 15 Functional ankle instability (FAI) is described as a feeling of "giving way" in the ankle joint, [8][9][10][11]15,19,35 which may or may not occur in the presence of laxity of the lateral ligaments. 8,19,21,27 t StuDy DeSign: Experimental laboratory testing using a cross-sectional design. t MethoDS: Sixty college students volunteered for this study. Thirty participants with unilateral ankle instability were placed in the FAI group and 30 participants with no history of ankle injuries were placed in the control group. The FAI group was subsequently further divided to indicate those that reported giving way during the functional test (FAI-GW) and those that did not (FAI-NGW). Time to complete each test was recorded and the mean of 3 trials for each test were used for statistical analysis. To identify performance differences, we used 4 mixed-design 2-way (side-by-group) ANOVAs, 1 for each hop test. A Tukey post hoc test was completed on all significant findings.t reSuLtS: We identified a significant side-bygroup interaction for all 4 functional performance tests (P.05). Specifically, for each functional performance test, the FAI limb performed significantly worse than the contralateral uninjured limb in the FAI-GW group. Additionally, the FAI limb in the FAI-GW group performed worse than the FAI limb in the FAI-NGW group, and the matched limb in the control group in 3 of the 4 functional performance tests.t ConCLuSion: We found that functional performance deficits wer...

Context: Professional socialization during formal educational preparation can help students learn professional roles and can lead to improved organizational socialization as students emerge as members of the occupation's culture. Professional socialization research in athletic training is limited.Objective: To present the role of legitimation and how it influences the professional socialization of second-year athletic training students.Design: Modified constructivist grounded theory and case study methods were used for this qualitative study.Setting: An accredited undergraduate athletic training education program.Patients or Other Participants: Twelve second-year students were selected purposively. The primary sample group (n 5 4) was selected according to theoretical sampling guidelines. The remaining students made up the cohort sample (n 5 8). Theoretically relevant data were gathered from 14 clinical instructors to clarify emergent student data.Data Collection and Analysis: Data collection included document examination, observations, and interviews during 1 academic semester. Data were collected and analyzed through constant comparative analysis. Data triangulation, member checking, and peer-review strategies were used to ensure trustworthiness.Results: Legitimation from various socializing agents initiated professional socialization. Students viewed trust and team membership as rewards for role fulfillment.Conclusions: My findings are consistent with the socialization literature that shows how learning a social or professional role, using rewards to facilitate role performance, and building trusting relationships with socializing agents are important aspects of legitimation and, ultimately, professional socialization.Key Words: clinical education, preservice professional preparation, socializing agents, role performance, grounded theory Key Points N Athletic training education should incorporate effective socialization strategies to improve the quality of clinical educational experiences for athletic training students and promote their legitimation as developing athletic trainers.N Successful role performance is an important determinant of legitimation and professional socialization of preservice athletic trainers. Efforts should be made programmatically to orient students to program goals and expectations and to decrease potential role conflict, which could be a negative effect of insufficient socialization.N Developing relationships facilitates legitimation in preservice athletic trainers. Thus, individuals such as patients, coaches, clinical instructors, and peer mentors serve as socializing agents to preservice athletic trainers and should be considered when developing socialization strategies for preservice and inservice professionals.

Context: Although lateral ankle sprains are common in athletes and can lead to chronic ankle instability (CAI), strengthtraining rehabilitation protocols may improve the deficits often associated with CAI.Objective: To determine whether strength-training protocols affect strength, dynamic balance, functional performance, and perceived instability in individuals with CAI.Design: Randomized controlled trial. Setting: Athletic training research laboratory. Patients or Other Participants: A total of 39 individuals with CAI (17 men [44%], 22 women [56%]) participated in this study. Chronic ankle instability was determined by the Identification of Functional Ankle Instability Questionnaire, and participants were randomly assigned to a resistance-bandprotocol group (n ¼ 13 [33%] age ¼ 19.7 6 2.2 years, height ¼ 172.9 6 12.8 cm, weight ¼ 69.1 6 13.5 kg), a proprioceptive neuromuscular facilitation strength-protocol group (n ¼ 13 [33%], age ¼ 18.9 6 1.3 years, height ¼ 172.5 6 5.9 cm, weight ¼ 72.7 6 14.6 kg), or a control group (n ¼ 13 [33%], age ¼ 20.5 6 2.1 years, height ¼ 175.2 6 8.1 cm, weight ¼ 70.2 6 11.1 kg).Intervention(s): Both rehabilitation groups completed their protocols 3 times/wk for 6 weeks. The control group did not attend rehabilitation sessions.Main Outcome Measure(s): Before the interventions, participants were pretested by completing the figure-8 hop test for time, the triple-crossover hop test for distance, isometric strength tests (dorsiflexion, plantar flexion, inversion, and eversion), the Y-Balance test, and the visual analog scale for perceived ankle instability. Participants were again tested 6 weeks later. We conducted 2 separate, multivariate, repeatedmeasures analyses of variance, followed by univariate analyses on any significant findings.Results: The resistance-band protocol group improved in strength (dorsiflexion, inversion, and eversion) and on the visual analog scale (P , .05); the proprioceptive neuromuscular facilitation group improved in strength (inversion and eversion) and on the visual analog scale (P , .05) as well. No improvements were seen in the triple-crossover hop or the YBalance tests for either intervention group or in the control group for any dependent variable (P . .05).Conclusions: Although the resistance-band protocol is common in rehabilitation, the proprioceptive neuromuscular facilitation strength protocol is also an effective treatment to improve strength in individuals with CAI. Both protocols showed clinical benefits in strength and perceived instability. To improve functional outcomes, clinicians should consider using additional multiplanar and multijoint exercises.Key Words: functional ankle instability, functional performance, rehabilitation, Star Excursion Balance Test Key PointsProprioceptive neuromuscular facilitation is an alternate strength-training protocol that was effective in enhancing ankle strength in those with chronic ankle instability. Neither the resistance-band protocol nor the proprioceptive neuromuscular facilitation protocol improved dyn...

Context: Although strength training is commonly used to rehabilitate ankle injuries, studies investigating the effects of strength training on proprioception have shown conflicting results.Objective: To determine the effects of a 6-week strengthtraining protocol on force sense and strength development in participants with functional ankle instability.Design: Randomized controlled clinical trial. Setting: University athletic training research laboratory. Patients or Other Participants: A total of 40 participants with functional ankle instability were recruited. They were randomly placed into a training group (10 men, 10 women: age 5 20.9 6 2.2 years, height 5 76.4 6 16.1 cm, mass 5 173.0 6 7.9 kg) or control group (10 men, 10 women: age 5 20.2 6 2.1 years, height 5 78.8 6 24.5 cm, mass 5 173.7 6 8.2 kg).Intervention(s): Participants in the training group performed strength exercises with the injured ankle 3 times per week for 6 weeks. The protocol consisted of a combination of rubber exercise bands and the Multiaxial Ankle Exerciser, both clinically accepted strengthening methods for ankle rehabilitation. The progression of this protocol provided increasingly resistive exercise as participants changed either the number of sets or resistance of the Thera-Band or Multiaxial Ankle Exerciser.Main Outcome Measure(s): A load cell was used to measure strength and force sense. Inversion and eversion strength was recorded to the nearest 0.01 N. Force-sense reproduction was measured at 2 loads: 20% and 30% of maximal voluntary isometric contraction.Results: Increases in inversion (F 1,38 5 11.59, P , 0.01, g p 2 5 0.23, power 5 0.91) and eversion (F 1,38 5 57.68, P , .01, g p 2 5 0.60, power 5 0.99) strength were found in the training group at the posttest when compared with the control group. No significant improvements were noted in force-sense reproduction for either group. Conclusions: Strength training at the ankle increased strength but did not improve force sense.

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.