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proval of advanced graduate athletic training education programs now referred to as 'accreditation' remained with the NATA. Accordingly, a revised document Standards and Guidelines for the Development and Implementation of NATA Accredited Graduate Athletic Training Education Programs was developed in 1997. With development of new Standards, NATA accreditation of graduate athletic training education programs was implemented.

Following the creation of Education Council, the NATA Professional Education Committee was officially disbanded in June 1998, after guiding the development of athletic training education for the previous 28 years. Under the chairmanship of Chade Starkey from Northeastern University, the Executive Committee of the Education Council established 3 standing committees to address education issues at various levels: entry-level education, advanced graduate education, and continuing education. With this structure and with the appointment of ad hoc committees to revise the Competencies in Athletic Training and review clinical education, the Education Council was organized to provide continued leadership in the professional preparation of certified athletic trainers.

Athletic Training Education Programs Today

To date there are 368 Commission on Accreditation of Athletic Training Education (CAATE) programs in the United States at both the undergraduate and graduate levels. By the year 2015 all athletic training students graduating in the field of athletic training will have a Bachelor of Science in Athletic Training (BSAT) or a Master of Arts or Science in Athletic Training (MAATor MSAT). The American Academy of Family Physicians (AAFP), The American Academy of Pediatrics (AAP), the American Orthopedic Society for Sports Medicine (AOSSM), and the National Athletic Trainers' Association, Inc. (NATA), cooperate to sponsor the CAATE and to collaboratively develop the Standards for Entry-Level Athletic Training Educational Programs.

These Standards of education, which include objective criteria and academic requirements for accredited programs in Athletic Training, require not only specific and defined processes, but also programmatic outcomes for the evaluation. The Standards are reviewed on a periodic basis to assure currency and relevance; input of not only the sponsoring agencies, but also the colleges and universities, as well as Athletic Trainers who utilize the services of the CAATE or who employ the graduates of CAATE accredited programs.

Imbedded in the Standards are the NATA Educational Competencies and Clinical Proficiencies (NATA Competencies). The NATA Competencies are the intellectual property of the NATA and are designed to delineate a standardized educational content required by an entry-level Athletic Trainer. The review process for the NATA Competencies is similar to that of the Standards.

Successful completion of a CAATE-accredited educational program is a criteria used to determine a candidate's eligibility for the Board of Certification (BOC) examination. To assure continued acceptance of CAATE-accredited program graduates, the BOC also reviews and accepts the CAATE Standards as sufficient to prepare entry-level Athletic Trainers to meet the required Standards of Practice and to contain all pertinent learning and skills needed to protect the本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。