Pain, limited range of motion, and decreased strength are signs and symptoms that are commonly suffered by student-athletes following injury. However, denial, depression, anger, anxiety, and fear can also occur as a result of injury. Although most athletic trainers are well prepared to care for the physical ailments associated with injury, some are much less adept at designing rehabilitation and treatment programs aimed at addressing psychological reactions. The potential for helping athletic trainers recognize both the physical and psychological ramifications of injury begins with academic preparation. Currently, undergraduate athletic training students are expected to complete course work that addresses twenty different subject matter areas. Yet, only one of the twenty subject matter areas addresses the psychological component of health care. This apparent under-representation of psychosocial intervention in the curricular preparation of athletic trainers may not adequately address the complex nature of injury and its effect on student-athletes.
A course specifically designed to address the assessment and mediation of psychological reactions to injury was offered to a group of athletic training students (N = 19). Pretest and posttest measures were taken in the form of an interview (n = 6) and a questionnaire (N= 19) in order to determine the degree to which athletic training students' perceptions changed regarding the psychological impact of injury on student-athletes. An analysis of the pretest and posttest questionnaire results revealed that students significantly changed how they perceived the impact of sporting and social influences on the type and severity of psychological response to injury, as well as the impact injury can have on academic standing. The ability to recognize the presence of psychological reactions did not change significantly from pretest to posttest. The pretest and posttest interview results appeared to support the findings of the questionnaire. The six interviewees seemed to become more complex in their understanding of the possible psychological responses to injury and also became more empathetic practitioners. Consequently, the value of a course specifically designed to address the psychological impact of injury seems to be founded.