Perceptions of their knowledge, practices and competence in sports injury prevention recognition and management by physical education teachers in Yogyakarta, Indonesia

2021 ◽  
Vol 43 (2) ◽  
pp. 39-51
Author(s):  
Luthfi Hidayat ◽  
Meirizal ◽  
Yudha Mathan Sakti ◽  
Yuni Artha Prabowo Putro ◽  
Aditya Fuad Robby Triangga ◽  
...  
Keyword(s):  
Physical Education ◽  
Injury Prevention ◽  
Injury Risk ◽  
Life Support ◽  
Sports Injury ◽  
Physical Education Teachers ◽  
Self Awareness ◽  
Training Experience ◽  
Skill Levels ◽  
Knowledge Practices

During a Physical Education (PE) class, students may encounter risks of injury. PE teachers, therefore, should possess competent knowledge and skill levels in sports injury prevention as well as good self-awareness of their abilities to manage any injury. This study aimed to evaluate the perceived knowledge, practices, and competence in the area of sports injury prevention, recognition, and management of PE teachers in Yogyakarta Special Province. The associations between PE teachers’ sociodemographic characteristics and their self-perceptions were also investigated. Subjects were Senior High School PE teachers who were willing to complete the questionnaire developed by the research team. 191 PE teachers voluntarily participated in the study. The results showed the lowest scores were found for: 1) the teachers’ practice in recording students’ medical history and assessing injury risk when starting a new academic year; 2) the teachers’ practice in evaluating the condition of first aid kits and Basic Life Support (BLS) devices; and 3) the teachers’ perceived competence in splinting. Only greater knowledge of the PRICE principle was associated with the teachers’ level of education and training experience and splinting competence with years of teaching. BLS training experience had the stronger association with perceptions of knowledge and skills in the recognition and treating of injuries.

scholarly journals ‘I always considered I needed injury prevention to become an elite athlete’: the road to the Olympics from the athlete and staff perspective

2021 ◽  
Vol 7 (4) ◽  
pp. e001217
Author(s):  
Oriol Bonell Monsonís ◽  
Evert Verhagen ◽  
Jean-Francois Kaux ◽  
Caroline Bolling
Keyword(s):  
Injury Prevention ◽  
Elite Athlete ◽  
Contextual Factors ◽  
Healthcare Providers ◽  
Sports Injury ◽  
Shared Responsibility ◽  
Self Awareness ◽  
Sports Culture ◽  
The Road ◽  
Elite Sports

In this study, we explored the perspectives about sports injury prevention of Belgium Olympic level athletes, coaches, managers and healthcare providers from various Olympic sports. We conducted a qualitative study, including 17 semistructured interviews. All interviews were transcribed verbatim and analysed by two independent coders through constant comparative data analysis based on Grounded Theory principles. Our findings overview the athlete’s journey to becoming an elite athlete, and how an elite sports context influences and modulates injury prevention practice at this level. Participants described an elite athletic career as a continuous and adaptive evolving process. According to athletes and all stakeholders, sports injury prevention is a learning process shaped by individual experiences. This embodiment provides athletes with insight into the importance of ownership of their bodies and self-awareness. Thus, experience, communication, empowerment, knowledge, education, the elite athlete context and sports culture, all play a fundamental role in sports injury prevention. Our findings support the importance of contextual factors in sports injury prevention in an elite sports context. These results also bring practical implications on how we should approach injury prevention differently along an athlete’s journey to becoming an elite athlete. Considering specific contextual factors and influencing the process through awareness, communication and a shared responsibility is essential to develop a healthy and successful athlete.

scholarly journals Pre-service Physical Education Teachers’ self-management ability: a training experience in 3D simulation environments (La competencia de autogestión de los futuros maestros de Educación Física: una experiencia formativa en entornos de simulación 3D)

Retos ◽  
2016 ◽  
pp. 30-34
Author(s):  
Luis Marqués Molías ◽  
Jose Cela Ranilla ◽  
Mercè Gisbert Cervera
Keyword(s):  
Physical Education ◽  
Research Work ◽  
3D Simulation ◽  
Self Management ◽  
Physical Education Teachers ◽  
Training Experience ◽  
Management Ability ◽  
High Level ◽  
Performance Results ◽  
Educación Primaria

This study analyses the differences between pre-service Physical Education Teachers (PET) and other students of Education with regard to the ability of self-management. The sample comprised of 58 Spanish students of Education in their last year at the university. The comparison context was a 3D simulation learning environment. Descriptive statistics and non-parametric tests were conducted to develop this research work. Results showed that this technological environment is a space in which students of Education display a high level of self-management ability performance. Results also evince that PET students present better scores than other students of Education in terms of self-management.Resumen. Este estudio analiza las diferencias entre estudiantes para maestros de Educación Primaria con la especialidad de Educación Física y otros estudiantes de Educación respecto a la competencia de autogestión. En este estudio participaron 58 estudiantes españoles de Educación en su último año de universidad. El contexto en el que se desarrolló la experiencia fue un entorno de aprendizaje de simulación 3D. Para su análisis se realizaron estadísticos descriptivos y pruebas no paramétricas. Los resultados mostraron que este entorno tecnológico es un espacio en el cual los estudiantes de Educación despliegan un alto nivel de desempeño en la competencia de autogestión. Los resultados también ponen de manifiesto que los estudiantes de Educación Física obtienen mejores resultados que estudiantes de otras disciplinas respecto a la competencia de autogestión.

scholarly journals Can We Go Online for Sports Injury Prevention? A Systematic Review of English-Language Websites with Exercise-Based Sports Injury Risk Reduction Programmes

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Aleksandra Katarzyna Mącznik ◽  
Poonam Mehta ◽  
Mandeep Kaur
Keyword(s):  
Systematic Review ◽  
Injury Prevention ◽  
Risk Reduction ◽  
Sports Medicine ◽  
Injury Risk ◽  
Sports Injury ◽  
Online Resources ◽  
Quality Of Reporting ◽  
Exercise Programmes

Abstract Background Preventing sports injuries is at the forefront of sports medicine. Although effective preventive strategies in scientific literature exist, their implementation is lagging behind. The Internet could support the translation of knowledge from the literature to end-users, but the quality of the online resources would have to be assured. This online-based systematic review is to assess availability, readability, quality, and content of the websites presenting exercise-based sports injury risk reduction (prevention) programmes. Moreover, the quality of reporting and contents of the exercise programmes were assessed. Methods Google, Yahoo, and Bing were searched on 2 September 2018. We used ‘sports injury prevention program*’ and ‘sports injury prevention warm-up’ as search phrases. The owners/authors of the included websites were asked for further recommendations on online resources. Search updates were run in DuckDuckGo on 15 May 2020 and 22 August 2021. Eligible websites were active, in English, and contained instructions for the exercise/s aiming at sports injury prevention. Two reviewers independently screened the links and previews and performed an in-depth appraisal of included websites. The website quality was assessed using JAMA framework criteria and Health on the Net Foundation Code of Conduct (HONcode) certification. The readability of websites was assessed using the Flesch-Kincaid Reading Ease score. The reporting appraisal of exercise programmes was done using the modified Consensus on Exercise Reporting Template (CERT). Results Among 480 websites screened, 16 were eligible with an additional four recommended and nine found in search updates (29 in total). None of the websites was certified by HONcode. The overall quality of websites was low 2.1 ± 1.0/4, but overall readability was high 67 ± 17/100. The average quality of reporting of exercise programmes was low 5.79 ± 3.1/12. Websites with community input had the lowest readability, but the highest quality, and vice versa websites run by businesses had the highest readability, but the lowest quality. Eight websites presented programmes tested for effectiveness. Conclusions Overall, the quality of the websites was low, but their readability was high. Improvements required are relatively easy to implement (i.e. including the date when the website was updated, applying for HONcode certification) and extremely important (e.g. providing resources on which the website’s content is based). There are some sports injury risk reduction programmes reported with high quality and effectiveness-tested available online for team sports, but none for individual sports. Trial Registration This review has been registered in the PROSPERO (CRD42019107104).

Development and optimization of an injury prevention intervention for physical education teachers

2016 ◽  
Vol 22 (2) ◽  
pp. 171-186 ◽  
Author(s):  
Sien Vercruysse ◽  
Dirk De Clercq ◽  
Lennert Goossens ◽  
Nathalie Aelterman ◽  
Leen Haerens
Keyword(s):  
Physical Education ◽  
Injury Prevention ◽  
Physical Education Teachers ◽  
Prevention Intervention

scholarly journals Biomechanical technology of injury prevention in the training of specialists in physical education and sports

2021 ◽  
Vol 7 (2) ◽  
pp. 65-76
Author(s):  
S.V Kozin
Keyword(s):  
Physical Education ◽  
Injury Prevention ◽  
Injury Risk ◽  
Professional Training ◽  
Low Complexity ◽  
Rock Climbing ◽  
Male Students ◽  
Control Group ◽  
Finger Injuries ◽  
Experimental Group

Purpose: to develop and experimentally test the biomechanical technology of injury prevention of future specialists in physical education and sports in the process of professional training (rock climbing for example). Material and Methods. The participants of this study were 84 male students engaged in amateur climbing aged 18-19 years. All athletes were also students of physical education faculties of Ukrainian universities; 40 athletes were in the experimental group and 44 athletes were in the control group. The biomechanical technology for injury prevention in the training of specialists in physical education and sports has been developed on rock climbing  for example. Developed biomechanical technology for injury prevention contains 3 areas: 1 - theoretical; 2 - analytical; 3 - practical. Injury risk (incidence) was defined as the number of injuries to the total number of athletes in the analyzed group. Relative risk (incidence rate ratio) was determined by the ratio of risk in the control group to the risk in the experimental group. The chance of injury was defined as the ratio of the number of injuries to the number of uninjured athletes in the analyzed group. The relative chance (Odds Ratio) was defined as the chances of injury in the control group to the chances of injury in the experimental group. These indicators were determined separately for low, medium and severe finger injuries. Results. The applied technology of injury prevention significantly influences the reduction of the number of injuries of athletes – future specialists on the physical education and sports (on rock climbing for example). It is established that the application of the developed technology of injury prevention reduces the risk of finger injuries: low complexity – in 2.364 times (95% CI = 0.925-6.041, P> 0,05) times; medium complexity – in 3.333 times (95% CI = 1.001-11.096, P (Fisher) = 0.030); high complexity – in 8.182 times (95% CI = 1.084-61.749, P (Fisher) = 0.011). Conclusions. The application of the developed biomechanical technology of injury prevention in the process of training specialists in physical education and sports significantly reduces the risk of injury to students.

scholarly journals Ways of formation of motivation for professional self-perfection of future teachers of physical education

2020 ◽  
Vol 1 (189) ◽  
pp. 212-218
Author(s):  
Vitaliy Demchenko ◽  
Keyword(s):  
Physical Education ◽  
Social Activity ◽  
Cognitive Activity ◽  
Social Recognition ◽  
Physical Education Teachers ◽  
Self Awareness ◽  
Future Teachers ◽  
Personal Significance ◽  
Professional Self ◽  
High Level

The article reveals the ways of forming motivation for professional self-improvement of future physical education teachers. It was found that the professional self-improvement of the future specialist is due to the motivational direction, ie the presence of a set of aspirations and conditions that guide him. Exploring the problems of physical self-improvement of students - future teachers of physical culture identified the following most significant incentives for professional self-improvement: incentives for self-knowledge: awareness of the personal significance of self-improvement; awareness of the need to increase responsibility to oneself; awareness of the problems of self-realization; incentives for self-determination: the opinion of significant others; interest in the subject; interest in self-improvement; incentives for self-government: the ability to objective self-esteem; ability to master the new; ability to use opportunities; incentives for self-realization: habit; high level of knowledge; incentives for self-improvement: high results; social recognition; mastering effective methods of self-improvement. The directions of influence on the process of development of motives of professional self-improvement are revealed: formation of positive motivational attitudes to professional self-improvement; formation of strong knowledge, skills and abilities in work on professional self-improvement; actualization of the needs of professional self-improvement in students in the process of organizing their cognitive activity. Integration classes dominate over all others in terms of the level of influence on the development of motivational and value spheres, on pedagogical attitudes to pedagogical activity, on the development of consciousness and self-awareness, formation of pedagogical experience, internalization of which leads to higher level of social activity and responsibility.

scholarly journals MULTICULTURAL PERSPECTIVE ON THE MOTIVATION OF STUDENTS IN TEACHING PHYSICAL EDUCATION

2016 ◽  
Vol 4 (1) ◽  
pp. 115
Author(s):  
Peter Kaylene ◽  
Tressa Lawrence Rosone
Keyword(s):  
High School Students ◽  
Physical Education ◽  
School Setting ◽  
Multicultural Training ◽  
Physical Education Teachers ◽  
School Students ◽  
Skill Levels ◽  
High Expectations ◽  
Student Demographics ◽  
Sports Activities

With the rollover of a new century, society in America has become more dynamic. These changes in student demographics throughout the U.S. have spawned an increased need for awareness by teachers for their students’ needs across curriculums. This study examined attitudes of high school students toward fitness and sports activities taught in physical education, and the perceived effectiveness of their physical education curriculum for improving their fitness and skill levels. This research has focused on providing teachers with multicultural training with the hope that through this training, teachers will convey the importance of respect and sensitivity for all cultures to their students. Overall, successful physical education teachers in the culturally diverse school setting (e.g., urban schools) tend to maintain high expectations for student accomplishment, provide the best possible learning environments, and implement activities that aid increased student involvement.

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