Advocating to Secondary School Administration by Michelle Vryhof Holt

No matter what situation we are in or where we are working at we should be advocates for ourselves, each other and our profession. I have recognized that even our biggest allies in our workplace can still benefit from conversation and understanding of what it is we really are able to do and what we should be responsible for. It is vital to clarify realistic expectations with those that we must answer to in order to preserve that providing quality medical care to student-athletes or patients is the most important thing we do and must be made priority over all else.

I have been very fortunate to be in company with those who exemplify this. I currently get to witness and assists behind the scenes with the process of proposing another full-time athletic trainer for each school in our district to the chain of command in administration. It is a great experience for a young professional growing in my career and equips me for the tools to effectively move a motion like this one forward myself if the future presents the opportunity. I want to share some tips I have learned to others who may find themselves alone in such a position.

1)      Education is always the first crucial step in order to see actions made in our favor. School or district administration professionals will not understand the need to act if they don’t understand how important our role is and how well we fulfill the needs they might not even realize they have by doing what we are skilled and trained to do as medical professionals.

2)      Plan a way to present that keeps them engaged, perhaps a powerpoint could help. Try to say what you need to say in as few words as possible and keep the information organized so it flows.

3)      Numbers talk. Try including a graph or chart to document points that can help support the need. Ideas may be injury rates in seasons, season overlaps including “off-seasons” that still compete, coaching staff growth rates vs. support staff growth, and change in athlete/athletic trainer ratio over time.

4)      What are the most important athletic trainer’s responsibilities related to care and what are the “other duties as assigned” that could take away from that quality of care?

5)      If you bring up the amount of hours you work, try to frame it in a different light. Others work long, long hours too but how could it affect someone’s life? It may help to focus on fatigue’s potential effect on skills and judgment in critical injury situations, especially at the big events at with high injury potential at the end of the week.

6)      Stay positive! It can be easy to list out the complaints. If the tone can somehow stay positive with energy focusing on the goal of helping the student athletes, there is a much better chance that your important information doesn’t fall on deaf ears.

7)      Be prepared with alternative ideas that could still benefit you and rebuttals to potential questions. Is it appropriate for a head coach or coordinator be your direct supervisor? Maybe an open line of direct contact to administration is a key that helps the seed spread.

8)      Don’t let the conversation stall. It will take time to pass through the levels for consideration, so keep stimulating the topic with your admin. Also, try to plan for proposal at the beginning of administration’s budget planning process so that timing works in your favor.

9)      Most importantly, don’t give up! Keep trying different ways to help those above you understand, and when personnel changes occur realize the opportunity for a recharge in your advocacy efforts.