Work-Family Conflict of Collegiate and Secondary School Athletic Trainers Who Are Parents.

Context: The work-life interface has been a much discussed and researched area within athletic training. The National Athletic Trainers' Association position statement on work-life balance highlighted the profession's interest in this topic. However, gaps in the literature remain and include the roles of time-based conflict and social support. Objective: To compare work-family conflict (WFC) and social support among athletic trainers (ATs) employed in the 2 most common practice settings. Design: Cross-sectional observational survey. Setting: Collegiate and secondary school settings. Patients or Other Participants: A total of 474 (females = 231, males = 243) ATs who were employed in the collegiate 205,43.2%) or secondary school (269,56.8%) setting. Main Outcome Measure(s): Data were collected through a Web-based survey designed to nleasure conflict and social support. Likert responses were summed. Dernographic information was analyzed for frequency and distribution. Indepen dent t tests and Mann-Whitney U tests were calculated to determine group differences. Linear regression was used to determine if social support predicted WFC. Results: Social provisions and WFC were negatively correlated, and the social provisions score predicted WFC. No WFC differences (P= .778) were found between collegiate and high school ATs even though collegiate ATs worked more hours (63 i 11) during their busiest seasons compared with those the high school setting (54 + 13, P < .001) Similarly, no difference (P = .969) was present between men and women, although men worked more hours. Our participants scored highest on time-based WFC items. Conclusions: Work-family conflict was experienced globally in 2 of the most common athletic training settings and between sexes. This indicates WFC is universally experienced and therefore needs to be addressed, specifically with a focus on tirne-based conflict, In addition to time-management strategies, ATs need support from coworkers, peers, and family members. [ABSTRACT FROM AUTHOR]