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Related Experiment Video

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An Injury Prevention Programme in Physical Education Teacher Education Students: Process Evaluation Using the RE-AIM

Lennert Goossens1, Greet Cardon2, Erik Witvrouw3

  • 1Department of Health and Biomedical Sciences Loyola University AndalucĂ­a, Sevilla, Spain.

Translational Sports Medicine
|September 20, 2024
PubMed
Summary

An injury prevention program for Physical Education Teacher Education (PETE) students showed moderate feasibility. While sports lecturers frequently implemented prevention strategies, student knowledge and behavior did not significantly improve.

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Area of Science:

  • Sports Medicine
  • Physical Education
  • Injury Prevention

Background:

  • Physical Education Teacher Education (PETE) programs are crucial for training future educators.
  • Implementing effective injury prevention strategies within these programs is essential for student athlete safety.
  • Existing research often overlooks the specific needs and contexts of PETE students regarding injury prevention.

Purpose of the Study:

  • To evaluate the feasibility and effectiveness of a novel injury prevention program tailored for PETE students.
  • To assess the reach, adoption, implementation, and maintenance of an injury awareness module and prevention strategies.
  • To determine the impact of the intervention on sports lecturers' practices and students' injury prevention knowledge and behavior.

Main Methods:

  • A quasi-experimental design was employed, comparing an intervention group (n=859 students) with a control group (n=721 students) across eight PETE programs.
  • Sports lecturers and program directors in the intervention group received a three-hour workshop on sports injury prevention.
  • The RE-AIM Sports Setting Matrix framework was used to evaluate the intervention's feasibility and effectiveness.

Main Results:

  • High reach, adoption, and implementation rates were observed for prevention strategies, while the awareness module showed moderate implementation (25%-75%).
  • Maintenance of prevention strategies averaged 68%, with intentions for the awareness module ranging from 25%-75%.
  • Significantly more static stretching, dynamic stabilization, and core stability exercises were implemented in the intervention group; however, student knowledge and behavior did not improve.

Conclusions:

  • The injury prevention intervention demonstrated moderate feasibility within PETE settings.
  • Sports lecturers actively incorporated prevention strategies into their teaching, indicating successful adoption.
  • Future interventions require enhanced dissemination strategies to improve the awareness module's implementation and impact student outcomes.