Students Knowledge about Handling Sport Injuries

Suci Tuty Putri, Sri Sumartini, Afianti Sulastri and Lulu Nurfatin

Faculty of Sport and Health Education, Universitas Pendidikan Indonesia, Jln. Dr. Setiabudhi No. 229 Bandung, Indonesia

suci.putri@upi.edu

Keywords: Health Sport Education, Handling Injuries; Knowledge of Sport Student; Sport Injuries.

Abstract: Sport students are at risk of injury during physical activity such as physical education, sports achievement

and fitness sports. According to the data of U.S., the number of sports injuries reached 1.5 million times per

year. Each student is expected to have the ability to prevent and deal with injuries that occur. The purpose of

this research is to know how the knowledge’s of students of Faculty of Sport about handling sports injuries.

The design of the research is descriptive quantitative. The number of samples is 115 student using purposive

sampling technique with certain criteria. Based on the analysis research shows that mean of student’s

knowledge about handling sports injuries is 61.8. The mean of internal handling sports injuries of knowledge

is 56.14 and external handling sports injuries of knowledge is 64.91. It is mean that the knowledge of student

have not been optimize, so it can be effect to their ability handling sports injuries as during their activity.

1 INTRODUCTION

Sports has great benefits in terms of physical, mental

and psychosocial. It is known that students who

participate in sports have good emotional and

intellectual abilities throughout their academic and

life processes. But exercise is also at risk in health

problems.

The major negative consequences of participation

in sport is the risk of injury. Sport injuries represent a

substantial burden on society and constitute a major

public health problem among student in high school

and college age (Weaver, 2002). The high incidence

of sport injuries applies particularly to the physical

education at Universities, an examples about 750 of

7,000 students of Germany Sport University Cologne

make use of medical care due to an injury every year

(Kleinert, 2002). Research at Massachusetts

University for ages 13-19, shows that sport injury is

the most common cause in emergency room and

hospitalization referrals (Weaver, 2002)

Injuries in the world of sports that is damaged

body tissues (soft or hard) either muscles, bones or

joints caused by a collision or activity that exceeds

the limit of training (overtraining), overload, so

muscles and joints are no longer in anatomical state

(dislocation) (G.La Cava, 1995). Factors that cause

sport injury can be due to intrinsic factors; age, injury

history, body size, local anatomy and biomechanics,

aerobic fitness, muscle strength, imbalance and

tightness, ligamentous laxility, central motor control,

psychological and psychosocial, mental abilities

(Taimela, 2016; Bahr, 2005), extrinsic factors;

accidents, poor practice, unsuitable equipment, lack

of preparation, physical condition and inadequate

heating and stretching (Dunkin, 2004, Bahr, 2005)

Research on the impact of sports injury on sports

students in the Netherlands shows that the impact of

sport injury during lectures, among others, difficulties

during sport (23%), reduced sport activity (21%) and

reduced sport performance (24%) (Goossens, 2014).

In addition, Abernethy's (2017) study explains that

deficiencies in sports injury care in schools in all

aspects studied: immediate care, first aid training

staff, and injury scenario performance.

In the implementation of learning and games

students are very vulnerable to experience accidents

or injuries. Therefore, injuries that occur at the time

of exercise should get more attention, to provide

appropriate treatment and appropriate injuries

experienced. Various studies show how to prevent

from sports injuries. The preventive act that covers:

Primary prevention; the target is the pre-injury phase

that includes the requirements of the physical

preseason and the effort to properly train the trainer

and athlete. (2). Secondary strategies aim to reduce

the effects of injury events. Encourage early research

that noted the ability to perform, for example athletes

446

Putri, S., Sumartini, S., Sulastri, A. and Nurfatin, L.

Students Knowledge about Handling Sport Injuries.

In Proceedings of the 2nd International Conference on Sports Science, Health and Physical Education (ICSSHPE 2017) - Volume 1, pages 446-449

ISBN: 978-989-758-317-9

can practice conditioning drills that incorporate

proprioception to teach them how to recover from

fall. (3). Post injury phase or tertiary prevention, the

goal is to minimize the long term detrimental effects

of an injury event. Using medical services, adherence

to rehabilitation is a strategy in post-injury (Weaver,

2002).

In addition, according to Andun Sudijandoko

(2000) one of the prevention of injury is skill

prevention; in the prevention of injury because

preparations and risks are thought out earlier. In

improving skills is not enough skills about physical

ability alone but including the ability of mind power,

reading the situation, know the dangers that can occur

and reduce the risk. Adequate knowledge can assist in

the realization of appropriate rehabilitation and

becomes very important to improve recovery and

prevent further injury. But in practice, not all sports

participants with injuries actually adhere to the

treatment prescribed by the doctor. Various cases

have been reported in the form of bad behavior and

non-adherence to treatment protocols among sports

participants undergoing clinical or home based

physical therapy due to inadequate knowledge. Some

research results suggest that improving training is

basic life support training for sports students can

reduce the incidence of sports injury, but no

systematic review results show the results

(Albernethy, 2017).

The results of the curriculum data obtained by

sixth semester students at the Faculty of Sport and

Health Education have received a sports fitness

course which includes learning about sports injuries.

We explore issues related to how sports students

handle sport injury that occurs in their daily sporting

activities. There is no significant action they take

when they get sport injury. Sports students tend to

rely on coaches or healthcare workers to cope with

sport injury, whereas the speed, precision of first

handling of injuries in sports injury becomes

important in the process of subsequent sports injury

care.

Therefore it is important to know how the

knowledge of sports students in handling injuries.

This will be the basis for the development of health

education for sports athletes and advanced research

on the needs of health education especially the

handling of injuries.

2 METHOD

The research design was descriptive analytic. Sample

of this study consist 115 sport student from Indonesia

University of Education. The technique sampling

using purposive sampling with certain criteria. The

criteria cover such aspects as the sixth semester

students and has taken sport health subject. Data were

collected using questionnaires in April 2017

respectively. Students obtain a questionnaire after the

course and they must directly complete it. They were

given 30 minutes to complete the questionnaire. The

questionnaire was then rechecked to prevent data

missing. From 161 questionnaires distributed to 3rd

graders, 115 questionnaires were eligible for data

analysis process.

The data obtained was analyzed in univariate

analysis to explain descriptively how the average

knowledge of sports students about handling injuries.

The data was further analyzed based on the

knowledge on the causal factors of injury resulting

from contact based on Arikunto (2013)

categorization; Good (76-100%), Moderate (56-75%)

and bad (lower than 55%).

3 RESULTS AND DISCUSSION

The research was conducted to 115 sports students of

Indonesia University of Education. The sample

consists of 36 female, 79 male; mean of age = 20.4

yo. The result of descriptive analysis shows that most

of the students' knowledge level is still in the medium

category, with the average knowledge of sports

students is 61.8 (min-max: 56.14- 64.91). In addition,

students’ knowledge on the types of injury is

illustrated in table 1.

Table 1: Frequency distribution of students’ knowledge

based on the cause and the treatment of injury.

It was discovered that the students’ knowledge on

injury treatment or handling is insufficient. FPOK

students generally receive training in the treatment of

sports injuries in one sport fitness course with 2

credits for a semester through classroom learning,

without any field practice. The minimal learning

credit and the lack of field practice learning can be

expected to be one of the factors affecting the low

level of knowledge in the students

This research specifically indicated that the

students’ knowledge on the cause of sports injury is

Subvariables

Good

Moderate

Bad

Contributing

factors

10,5

51,3

38,2

Contact Injury

treatment

25,2

41,7

33,1

Students Knowledge about Handling Sport Injuries

447

sufficient. The same thing about the knowledge

handling of injury due to the contact of some

respondents in the category “enough”.

These have proven that the learning objectives

were not achieved optimally. 2 credit in curriculum

must be increased because to form someone attitude

needs sufficient knowledge to change their attitude

and behavior. (Sulastri, 2015) Sufficient knowledge

is expected to be a provision in anticipating the

incidence of sports injuries

Integrative learning together with other courses in

the form of field practice related to each branch of

sport may be an alternative solution that can

accommodate the lack of credits to achieve the

expected competencies. As explained by learning

theories that learning process may occur as a result of

conditioning through stimulus and or habituation. In

this case, the factor of exercise or habituation and

provision of positive stimulus and continuous and

consistent control system is one of the keys that can

lead to the formation of attitudes and behaviors

Griffin (2011) argues that the perception of

knowledge about safety and motivation to perform

safely can affect individual safety performance and

also mediate the relationship between safety and

safety climate (Griffin and Neal, 2000)

The injury prevention study has been described by

van Mechelen et al in four stages. First, identifying

the incidents and severuty of the injury that might

happen. Second, identifying the injury risk factors

and mechanism. The third step is for the second step

And lastly is to evaluate each stage to study the

pattern of injury based on time trends (Bahr, 2005).

Although injury events themselves may arise as a

result of unexpected things, injuries can also result

from complex interactions between internal and

external risk factors. Internal factors such as age, sex,

and body composition as an athlete predisposing

factor for injury that may affect the risk of continuing

injury. In addition, external environmental factors

such as shoe traction and floor friction can alter the

risk of injury, even making athletes more vulnerable

to injury(Bahr, 2005).

Ignorance knowledge of handling injuries can

lead to improper handling of injuries. If this is true,

then it will not only cause an athlete to stop, but also

increase the likelihood of re-injury (Knowles et al.,

2006). Adequate knowledge can assist in the

realization of appropriate rehabilitation and becomes

very important to improve recovery and prevent

further injury. But in practice, not all sports

participants with injuries actually adhere to the

treatment prescribed by the doctor. Various cases

have been reported in the form of bad behavior and

non-adherence to treatment protocols among exercise

participants who undergo clinical or home based

physical therapy due to inadequate knowledge.

Therefore, knowledge of motivation to heal also

become one of the influential factors in the

rehabilitation process.

On the other hand, the recovery process of injury

is also influenced by the internal factors of the

individual (knowledge, physical condition, age,

emotion, gender etc.) and external factors

(environment, trainers, and health workers involved

in care). Differences of these factors provide different

processes and outcomes for each individual. In

athletes with long-term injuries recovery is needed

not only physically, but also requiring psychological

recovery. Johnson's research suggests that cognitive

models should be individually tailored to speed up the

recovery process, especially psychically in the event

of an injury (Johnson, 1997) Chan et.al proposed a

concept of rehabilitation in the form of a Trans-

Contextual Model (TCM) which is a social cognitive

and integrated motivational theory that explains the

transfer of motivation from one context (e.g., physical

education context) to other related contexts such as

physical activity recreation. This is based on

contemporary motivational theory, self-

determination theory (SDT) which suggests that a

behavior is influenced by the individual's reason for

setting or motives, or rules of conduct. When an

action is executed because it is perceived to be

personally important as self-initiated and coherent

with deeply-rooted values the SDT-related action is

governed by self-determined autonomous motivation.

The motivation to recover can be influenced by the

factors of the trainer as well as the health care

workers. Chan's study found that in injured athletes,

the role of trainers dominates only in terms of

achievement motivation to return to competition,

while the motivation for compliance during

rehabilitation is greatly influenced by the educational

role of medical personnel. The positive relationship

between achievement motivation and medication

motivation demonstrates the importance of an

integrated collaboration of both parties, both from the

coach's side as well as the caregivers in shaping

behavior and motivation to recover from injury

(Chan, Hagger, and Spray, 2011

The importance of the role of knowledge and

practice is also expressed by Ettlinger through his

studies of professional ski athletes (ski patrollers and

ski instructors) and Mandellbaum on female soccer

athletes. They divide their professional athletes into

two groups where one group follows the training

program while the other does not. The results show

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that the risk of an ACL injury (anterior cruciate

ligament) among experienced ski professionals can

be reduced through training programs held (Ettlinger,

Johnson, and Shealy, 1995; Mandelbaum et al.,

2005). This suggests that education can be one of the

most cost-effective means of helping to reduce the

risk of injury to athletes, especially about Basic Life

Support for students and the entire sports community

(athletes, coaches and managers).

Based on this, rehabilitation efforts are not only

physically required but also psychologically and

cognitively through systematic and specific education

in this field and information about injured, emotional

and behavioral response during recovery, and

appropriate intervention strategies to improve

program compliance and rehabilitative performance

that will assist in providing the most effective and

holistic treatment (Gordon, Potter, and Ford, 1998).

4 CONCLUSIONS

Based on the above description, it can be concluded

that the level of knowledge about handling student

sports injuries is still not sufficient. This knowledge

becomes important because it is proven to reduce the

risk and severity of sports injuries. In addition, the

provision of knowledge and field practice obtained

also can foster motivation to recover which will be

very helpful in the rehabilitation process.

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