TRADITIONAL 4+2 PROGRAM

Students who completed a bachelor’s degree, or are in their final year, will be able to apply to the Masters of Science in Athletic Training program (MSAT) as a traditional graduate student if all admission requirements are met.

Download curriculum plan

DUAL DEGREE 3+2 PROGRAM FOR INCOMING FIRST-YEAR STUDENTS (FRESHMEN)

Students complete a B.S. in Kinesiology and a M.S. in Athletic Training in 5 years. Prospective students interested in this option will apply to Texas A&M as an undergraduate Kinesiology student (Applied Ex Phys option).  If accepted, during the New Student Conference, students will declare interest in pursuing the dual degree program. They will then be placed with an undergraduate advisor for athletic training who will change students’ program option to the 3+2 and advise accordingly.

Download the Texas A&M 3+2 BS KINE-MSAT degree plan

• GPA – minimum cumulative GPA of 3.0 on all undergraduate coursework (a lower GPA may be considered and weighted according to grades in major coursework, GPA last 60 hours, experience, undergraduate program, etc.). Note: Applicants in the 5 year dual degree BS/MS option, must achieve a 3.25 GPA to meet the Graduate School requirement allowing undergraduate students to use graduate coursework to fulfill undergraduate degree requirements.
• GRE exam – not required
• Observation Hours – applicants must have completed a minimum of 50 observation hours with a Certified Athletic Trainer (ATC).  It is in the best interest of the applicant to complete greater clock hours of experience which may strengthen an application.
• Prerequisite course grade – minimum grade of “C” (2.0) in all required prerequisite courses or equivalents.

Note: Applicants in the 5 year dual degree BS/MS option must also earn a “B” (3.0) in Field Experience in Athletic Training courses (ATTR 201, 202, 301, 302).

If transferring prerequisites from another Texas institution, see corresponding course equivalents.

Program Start Date: June
Applications Open: September 1
Deadline: January 15
Rolling Admission: Completed (GraduateCAS and ATCAS) and verified applications will be reviewed as they are submitted between September 1 and January 15. Early applicants will receive priority consideration for placement and scholarship awards. [Note: Applicants in the Texas A&M dual degree BS/MS option (3+2 program) can not apply until fall grades have been posted.]

REVIEW PROCESS

• A 3-4 member MSAT Admissions Committee will begin application review as applications are received.
• Applicants are contacted within 4 weeks after submission about their admission status.
• Should space become available, qualified applicants not admitted to the program will be placed on an alternate list and contacted before June 1.
• Applicants should be available for an interview upon request which will take place via web conferencing. Interviews are evaluated as part of the application process.

Apply to the Master of Science in Athletic Training program through the Athletic Training Central Application Service (ATCAS). Contact ATCAS Helps Center for helpful information.

In completing the MSAT Application, you will upload the following documents/forms into ATCAS (these forms are also available for download in ATCAS):

• Observation Hours Verification
• Prerequisite Completion Course Description Form
• Professional Resume
• Personal Statement/Essay
  At minimum, applicants should include the following information when writing their personal statement:
  • Support for acceptance based on academic works, athletic training or other prior experience or characteristics
  • Reason for pursuing athletic training and understanding of the profession
  • Short and long term professional goals
  • Strengths that will benefit you within the program or profession
  • Area of weakness and plans for improvement
• Contact information for 2 references in ATCAS.
  • One must be from a Certified Athletic Trainer that supervised observation/clinical experience hours.
  • One must be from a college/university faculty member.
• Official transcripts for ALL colleges/universities attended. Students should request transcripts from all schools attended early in the application cycle due to ATCAS processing time. Note: TAMU students and graduates should request transcripts to be sent to ATCAS by using Myhub through Aggie One Stop.

Upon acceptance in the MSAT program, all students will be required to submit the following documents to complete their enrollment. Students should view documents prior to application to determine their ability to comply with these requirements.

1. Technical Standards for Admission
2. MSAT-Immunization-Form
3. Proof of Personal Health Insurance
4. Proof of completion of Physical Health Exam

1. GraduateCAS Graduate Application and application fee for Athletic Training (M.S.).
   • 3+2 applicants do not apply through GraduateCAS.
   • When completing GraduateCAS, all applicants DO NOT need to include letters of recommendation. These will be provided through ATCAS (Part I above).
2. Submit transcripts for all colleges or universities attended. Unofficial transcripts may be submitted with your application; however, if you are admitted and intend to enroll, you must provide official transcripts directly to the Office of Admissions before you will be allowed to register for classes.
3. International applicants may have to submit TOEFL scores as well. Please refer to International Graduate Admissions for further information regarding any additional requirements for international students.

Note: This information is estimated and subject to change.

Students should contact the TAMU Scholarship office for further information regarding available aid and to calculate the cost of attendance. We also recommend that all students complete and submit a FAFSA or TASFA.

ACADEMIC COMMON MARKET

The MSAT program participates in the Academic Common Market (ACM).  The ACM is a cooperative agreement among 16 states allowing students to pursue out-of-state academic degree programs at the in-state tuition rate.

ACM Requirements

●     Student must be a resident of one of the cooperating states that does not offer a CAATE accredited professional level master’s program at a public institution.

●     Acceptance into the MSAT program

●     Application to the ACM through student’s home state’s ACM website.  For further information about the ACM, you can check with your home institution’s ACM representative.

LISA H. AND PETER H. CURRIE ENDOWED ATHLETIC TRAINING SCHOLARSHIP

A $1,000 competitive scholarship awarded to a first-year athletic training graduate student based on program application scores.

LECHNER SCHOLARSHIP

A $1,000 or more competitive scholarship awarded to a “new” graduate student in the Department of KNSM who will begin coursework in the summer or fall.

STRATEGIC SCHOLARSHIP

A $1,000 competitive scholarship generally awarded to incoming graduate students in the Department of KNSM who will begin coursework in the summer or fall.

NON-RESIDENT TUITION WAIVER

Non-Resident Tuition Waiver

Recipients of a “competitive scholarship” of $1000 or more may be able to receive a non-resident tuition waiver for the academic year (Fall, Spring, Summer). The University/ College and Department offer competitive scholarships.

TEXAS AGGIE GRADUATE GRANT APPLICATION

Texas Aggie Graduate Grant Application

A need-based award (financial need is determined by Scholarship & Financial Aid).

Eligibility requirements: Texas resident, have completed and submitted a FAFSA or TASFA, enrolled in a degree-seeking graduate program at Texas A&M (G7 or G8), must be enrolled at least half-time for the semesters you receive the grant.

PROFESSIONAL ORGANIZATION SCHOLARSHIPS

National Athletic Trainers’ Association (NATA) Graduate Student Scholarships (Membership required)

The NATA Ethnic Diversity Advisory Committee sponsors two scholarships through the NATA Research and Education Foundation

• John A. Mayes EDAC Scholarship
• David H. Perrin EDAC Scholarship

Southwest Athletic Trainers’ Association (SWATA) Graduate Student Scholarships (Membership required)

Texas State Athletic Trainers’ Association (TSATA) Student Scholarships (Membership required)

Tylenol Scholarship

Tylenol has awarded more than $8 million in scholarships to students pursuing an education in healthcare.

NCAA Postgraduate Scholarship Program

All former student-athletes who earned an undergraduate degree from a NCAA member school are eligible to be nominated by that school for a NCAA graduate degree scholarship, regardless of when they received their undergraduate degree.

OUTSIDE DIVERSITY SCHOLARSHIPS

Outside Diversity Scholarships

Qualifications and deadlines vary but this website has many scholarship opportunities.

VETERAN SERVICES SCHOLARSHIPS

Veteran Services Scholarships

General scholarships and affiliated military scholarships are available to students at Texas A&M University.

2023 Graduate Research Colloquium

• Javon Eaton and Sareya Harvey. Efficacy of Therapeutic Cupping the Triceps Surae on Dorsiflexion ROM and Vertical Jump Performance
• Rebekah Anderson and Jamie Welin. The Efficacy of Vibration Therapy vs Static Stretching on ROM and Balance on the Gastroc-Soleus Complex in Triathlon Athletes
• Jackie Gonzalez and Sam Smith. Deep Neck Flexor Endurance and Cervical Spine Injuries in University Dance Science Majors: A Preliminary Study
• Jack Broaddus and Kayleigh McCormick. Texas High School Coaches’ Perceptions of Athletic Trainers, the Care They Provide, and How Gender Affects Those Perceptions
• Grace Gorman, Madison Kinsey, and Henry Walsh. The Efficacy of Ischemic Compression on Iliopsoas Trigger Points on Lumbar and Hip Range of Motion In Powerlifters
• Ashton Heitz and Sarah Nichols. Comparison of Traditional Cotton-Based Athletic Tape to Self-Adherent Athletic Tape for Effectiveness on Ankle ROM Restrictions, Stability, and Perceived Effectiveness

2022 Graduate Research Colloquium

• Stephanie Bynum and Jacob Slann. Soft Tissue Oscillation Therapy in the Recovery of Delayed Onset Muscle Soreness in the Calf
• Brianna McManus and Kaylee Wood. Comparison of PNF Stretching with Motor TENS and Sensory TENS on Ankle Dorsiflexion
• Katie Day and Sean Kuehn. Efficacy of Localized Vibration Therapy on Hip Extension in Ice Hockey Athletes
• Adam LaVan and Giovanni Patino. Comparison of Dynamic Cupping Compared to Static Cupping at Reducing Pain and Increasing Range of Motion of the Neck
• Abby Horn and Emily Reed. Clinician vs Self-Applied Vibration Therapy on Hamstring Flexibility and Patient Reported Outcomes
• Allison LaStrapes and Jordyn Myska. Effectiveness of Graston Compared to Foam Rolling on the Iliotibial Band
• Kendall LeMeilleur and Chris Seo. Lower Extremity Injuries in Collegiate Division I Women’s Basketball and Soccer Athletes

2021 Graduate Research Colloquium

• Colby Brown and Micah Rimmer. Motion Capture and Vernier Caliper Scapular Dyskinesis Measurement Techniques on Division I Baseball Athletes over the Course of a Season
• Erin Bradley and Emma Themel. Examining the Correlation between Therapeutic Treatment Frequency and SFMA Performance in Division I Collegiate Equestrian Athletes
• Elliott Jaye, Rebecca Guzman, Sarah Tolley. Correlation of Baseline Reaction Time to Lower Extremity Injury Occurrence in Texas A&M University’s Corps of Cadets
• Allison Kraus-Saravia and Kohei Takada. The Effects of Static Cupping and Active Cupping on Dorsiflexion Deficits in the Gastrocnemius-Soleus Complex
• Dam Bae and Devan Glass. Deep Neck Flexor Endurance in Female Division 1 Collegiate Soccer Players: A Preliminary Study
• Katelyn Barrera and Alexandra Blazek. Isokinetic Strength of the Shoulder in Collegiate Archers Comparing Bow Arm and Draw Arm
• James Beasley and Gabriel Langerud. Assessing Eccentric Hamstring Strength in Correlation to Hamstring Injury Rates in Division I Football Athletes

2020 Graduate Research Colloquium

• Olson, K and Presburger Y. Athlete-Coach RPE discrepancies and athletic injuries in collegiate women’s volleyball
• Berman, T and Gurrola M. Concussion incidence using sensory data in Division I collegiate football helmets
• Kinder, S and Stoltz H. Effect of dynamic stretching and a muscle energy technique on hip abduction range of motion in active participants
• Hunt, V, Felix L and Hoelscher K. The correlation between hand grip strength, hand size, pitch velocity, and pitch spin rate to establish a predictive measure for neuromuscular fatigue in Division I collegiate baseball pitchers

2019 Graduate Research Colloquium

• Holtkamp B and Masrin J. The effects of playing surface on elite volleyball players’ vertical jump height, number, and associated injuries
• Ellis, G and Wooten T. Interprofessional education between athletic training and nurse practitioner students: A pilot study
• Adams A and Mozee K. The acute effects of instrument assisted vibration and static stretching on flexibility of the hamstring muscles
• Aguirre M and Navarro C. Effects of ischemic compression compared to dry cupping on myofascial trigger points in the triceps surae
• Haren L and Kimbrough J. The validity of instrumented Nordic Lower Device for assessment of eccentric hamstring strength
• Higgins K and White M. A comparison of seated and standing balance scores in Division I equestrian athletes
• Jelmini J and Price M. Acute and longitudinal effects of pitching on passive range of motion in Division I athletes
• Bell J and Gehring C. Survey of standards and procedures in concussion assessment

2018 Graduate Research Colloquium

●      Dickinson A and Spradlin T. Interrater and intrarater reliability of the Punch Test and the relationship between the measurement of scapular protraction and shoulder AROM measurements in overhead athletes

●      Stembridge C and Trevino K. Effects of different time parameters on the efficacy of cupping therapy for myofascial pain

●      Simpson S and Whitt S. An analysis of the relationship between g-force of impact, rate of head rotation, and the location of impact, on the outcome of concussive injury in DI collegiate football players

●      Carter K and Clerkley K. Perceived value of athletic training by DI collegiate athletes

●      Alexander V and Sussman R. Y-balance test measures and predictors of lower extremity injuries in DI football players

●      Barrad S and Klemko C. Validation of the FITLIGHT Trainer sensor use for concussion evaluation

●      Muhammad A, Overmyer C and Wilhelm-Glab K. Efficacy of antiperspirant spray and pre-wrap on taped ankle range of motion before and after exercise

2017 Graduate Research Colloquium

●      McConnell L and Mullinnix J. Acute effects of instrument assisted soft tissue mobilization, foam rolling and static stretching on hamstring and quadriceps flexibility

●      McFarland A and Willcox L. Effects of the Deep Muscle Stimulator on improving ROM and diminishing MTP in the upper trapezius

●      Hearn R and Karp A. Calculating risk of depression based on demographics, medical history, and sport specific factors in DI athletes

●      Lindquist K and Thomas S. Effects of ice massage versus CryoRoller on skin surface temperature and MTP in the gastrocnemius/p

●      DeKanick A and Zapinski C. Comparing depression and stress symptoms in concussed, injured and non-injured NCAA DI football players

●      Guerra A, Patke M and Trompeter J. The effects of Whole Body Vibration on flexibility, power and balance in collegiate athletes

●      Cooper T and Gandy G. Relationship between urine specific gravity, urine color and weight changes in DI collegiate football players

2016 Graduate Research Colloquium

●      Bouwmeester R and Ganz M. Comparison of vibrational vs. non-vibrational foam roller on hamstring and quadriceps flexibility, proprioception, and strength

●      Cleary A and Santillan B. Investigation of unilateral balance differences in female collegiate soccer players

●      Danley L and Peterman C. The efficacy of a pitcher movement screen on predicting overuse injury in the high school baseball pitcher

●      Lynch S and Wilson P. The effectiveness of flexibility static, and dynamic joint mobilization to the talocrural on joint range of motion and balance

●      Elish K and Thames A. Comparison of concussion testing of C3Logix compared to ImPact.

●      King R and Piloto M. A Comparison of clinical reaction time tested with C3Logix and standardized measuring stick drop testing: a predisposing factor for concussion management comparison of vibrational vs. non-vibrational foam roller on hamstring and quadriceps flexibility, proprioception, and strength

2015 Graduate Research Colloquium

●      Attridge R and Davis N. The effectiveness of the King-Devick Concussion assessment in secondary school athletes

●      Baskin K. Marinobufagenin’s potential for concussion biomarker: A pilot study

●      LeBlanc N and Platke A. The effects of an entry level ballet class on first year dance majors on improving measurements of balance using the Biodex Balance System SD

●      Utley H. The efficacy of a modified low-dye taping technique on subtalar joint neutral position before and after a period of moderate exercise

●      Evans K and McDaniel R. The acute effects of lumbar traction on pain, range of motion, and functional status in individuals with non-specific chronic low back pain

2014 Graduate Research Colloquium

●      Germany S and Windsor C. The efficacy of cryokinetics on the reduction of symptoms associated with delayed onset muscle soreness

●      Becker A and Bledsoe B. Efficacy of ultrasound/electrical stimulation combination therapy in treating myofascial trigger points of the trapezius: A comparison of thermal & non-thermal combination therapy

●      Gorman E and Smith B. The effects of a passive shoulder internal rotation stretch program using different thermotherapies on range of motion in overhead athletes with gird

●      Berrones D and Bohannon L. Effects of manual muscle therapy on trigger points: Cervical range of motion, pain, pressure sensitivity, and neck function

●      Baker S and Bullard K. Three common iliotibial band stretches and their acute effects of iliotibial band flexibility, hip range of motion and hip isokinetic torque production.

The applicant may take the required courses at any university as long as they are equivalent courses to what Texas A&M offers. Students are required to submit course descriptions and syllabi when they apply to the program to ensure that the courses do fulfill the program requirements. However, if unsure of the equivalency, applicants may email the course descriptions and syllabi to the program director in advance.

Admission into the the MSAT program is very competitive. Currently we accept 16 students each year.

No particular undergraduate degree or major is required for application to the MSAT program. However, the majority of applicants have degrees in fields in which the required pre-requisite courses may be taken as part of their degree plans such as kinesiology, exercise science, and exercise physiology.

Yes, the MSAT received accreditation from the Commission on Accreditation of Athletic Training Education (CAATE) in July 2013. This allows our graduating students to sit for the BOC examination.

A professional level Master’s program in Athletic Training is a graduate program for students who hold a bachelor’s degree in another field but wish to pursue BOC credentials as an athletic trainer.

Licensure is a state specific credential. In the state of Texas, individuals with a LAT credential can only practice in the state of Texas. However, those with an ATC credential, through the Board of Certification, can apply for licensure in any state that regulates athletic training and practice in that state. They are not limited to practicing athletic training in only one state.

To become a BOC-certified athletic trainer (ATC), you must earn a degree from a college or university with an accredited athletic training program, then take and pass the exam administered by the Board of Certification (BOC).

Certified Athletic Trainers (ATC) provide services to secondary schools, colleges/universities, and professional sports. They can also serve sports medicine clinics, emergency rooms and hospitals, physician offices, military, performing arts and a variety of occupational settings. The most recent NATA Salary Survey had ATC respondents who represented 42 differe

Athletic training is practiced by athletic trainers, health care professionals who collaborate with physicians to optimize activity and participation of patients and clients. Athletic training encompasses the prevention, diagnosis, and intervention of emergency, acute and chronic medical conditions involving impairment, functional limitations, and disabilities. Learn more at National Athletic Trainers’ Association.

International students whose native language is not English must have a score of at least 550 paper-based or 213 computer-based on the Test of English as a Foreign Language (TOEFL) examination. Refer to International Graduate Admissions for further information regarding requirements.

No, the Graduate Record Examination (GRE) exam is not required.

Applicants should be available for an interview upon request which will take place via web conferencing. Interviews are evaluated as part of the application process.

Applications are reviewed and evaluated by a three- to four-member MSAT admission committee. A weighted rubric design is utilized where each area of the application (prerequisite course grades, GPA, statement of purpose essay, recommendations, observation hours) is assigned a score and a weight. The 16 applicants with the highest point total will be offered placement in the program and those who have met minimum requirements but have not initially been offered placement will be placed on a wait list.

Certain courses may be allowable for transfer in consideration of program, department and university limitations. Contact the Program Director for further information regarding transfer rules.

Prerequisite courses must generally be taken within 7 years of application. Although individual cases will be reviewed.

You may have prerequisite courses still in progress by the application deadline, but all prerequisites must be completed by the start of the program.

Yes, community college and online courses from accredited institutions are acceptable. Only courses that do not include a lab component may be taken online.

Equivalent courses will be determined by the program director. Description of prerequisite courses offered at Texas A&M can be found in the Texas A&M undergraduate catalog. Course equivalencies within Texas can be found here. Upon program application, students submit course descriptions to ensure courses fulfill program requirements. Prospective students may email the course descriptions and/or syllabi to the program director in advance of their application to receive a determination.

Yes. Although the Aggie Spirit Line is very convenient for students seeking transportation from their apartments to campus, a car will be needed to travel to off campus clinical sites.

Although TAMU does have graduate student housing, the majority of MSAT students live off campus on a Aggie Spirit bus route. There are a variety of ways to search for student housing in Bryan/College Station. AggieSearch (https://aggiesearch.tamu.edu/) is an online resource for students searching for housing and/or roommates in the community. Once accepted into the program, students will be provided contact information for other incoming students in order to pursue shared housing. The program will send out a housing recommendation list compiled by current and former students.

Because the MSAT program is a full time program with academic and clinical obligations, students are not awarded graduate assistant positions. There are scholarships available through the department, college and professional associations. Prospective students are encouraged to visit the financial aid webpage for specifics regarding cost of graduate attendance as well as sources of financial support.

The majority of clinical sites are in Bryan/College Station either at Texas A&M University or within 30 miles of campus. However, summer clinical immersions are outside of Bryan/College Station and may be located anywhere nationally based on student preference.

No. The program is a full-time residential program with specifically sequenced courses.

Students are eligible to sit for the BOC examination within the last semester prior to graduation. Most students sit for the March/April examination.