TY  - JOUR
AU  - Stiller-Ostrowski, Jennifer L.
A2  - Stiller-Ostrowski, Jennifer L.
A2  - Gould, Daniel R.
A2  - Covassin, Tracey
DB  - BISp
DP  - BISp
KW  - Anfängerausbildung
KW  - Ausbildung
KW  - Berufsausbildung
KW  - Effektivität
KW  - Evaluation
KW  - Intervention
KW  - Kompetenz
KW  - Physiotherapeut
KW  - Sportphysiotherapie
KW  - Sportpsychologie
KW  - Student
KW  - Untersuchung, empirische
LA  - eng
TI  - An evaluation of an educational intervention in psychology of injury for athletic training students
TT  - Eine Evaluation einer Ausbildungsintervention im Bereich Verletzungspsychologie für Sportphysiotherapie-Studenten
PY  - 2009
N2  - Context: ”Psychosocial Intervention and Referral„ is 1 of the 12 content areas in athletic training education programs, but knowledge gained and skill usage after an educational intervention in this area have never been evaluated. Objective: To evaluate the effectiveness of an educational intervention in increasing psychology-of-injury knowledge and skill usage in athletic training students (ATSs). Design: Observational study. Setting: An accredited athletic training education program at a large Midwestern university. Patients or Other Participants: Participants included 26 ATSs divided into 2 groups: intervention group (4 men, 7 women; age = 21.4 ± 0.67 years, grade point average = 3.37) and control group (7 men, 8 women; age = 21.5 ± 3.8 years, grade point average = 3.27).Data Collection and Analysis: All participants completed the Applied Sport Psychology for Athletic Trainers educational intervention. Psychology-of-injury knowledge tests and skill usage surveys were administered to all participants at the following intervals: baseline, intervention week 3, and intervention week 6. Retention tests were administered to intervention-group participants at 7 and 14 weeks after intervention. Analysis techniques included mixed-model analysis of variance (ANOVA) and repeated-measures ANOVA. Results: The Applied Sport Psychology for Athletic Trainers educational intervention effectively increased psychology-of-injury knowledge (29-point increase from baseline to intervention week 6; F2,23 = 29.358, P < .001, ηp2 = 0.719) and skill usage (50-point increase from baseline to intervention week 6; F2,23 = 5.999, P = .008, ηp2 = 0.343) in undergraduate ATSs. These increases were maintained at the 7-week and 14-week retention testing (P < .001 for both). Conclusions: This first attempt at evaluating an educational intervention designed to improve ATSs' knowledge and skill usage revealed that the intervention was effective. Although both knowledge and skill usage scores decreased by the end of the retention period, the scores were still higher than baseline scores, indicating that the intervention was effective. Verf.-Referat
L2  - http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2742457/pdf/i1062-6050-44-5-482.pdf
L2  - https://dx.doi.org/10.4085/1062-6050-44.5.482
DO  - 10.4085/1062-6050-44.5.482
SP  - S. 482-489
SN  - 1062-6050
JO  - Journal of athletic training
IS  - 5
VL  - 44
M3  - Elektronische Ressource (online)
M3  - Gedruckte Ressource
ID  - PU201010007445
ER  -