title: An evaluation of an educational intervention in psychology of injury for athletic training students.
abstract: BACKGROUND
  "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).
  
  
  METHODS
  Observational study.
  
  
  METHODS
  An accredited athletic training education program at a large Midwestern university.
  
  
  METHODS
  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).
  
  
  METHODS
  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; F(2,23) = 29.358, P < .001, eta(p) (2) = 0.719) and skill usage (50-point increase from baseline to intervention week 6; F(2,23) = 5.999, P = .008, eta(p) (2) = 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.
authors.affiliation: Lasell College, Newton, MA 02466, USA. jostrowski@lasell.edu
authors.forename: Jennifer L
authors.initials: JL
authors.lastname: Stiller-Ostrowski
authors.forename: Daniel R
authors.initials: DR
authors.lastname: Gould
authors.forename: Tracey
authors.initials: T
authors.lastname: Covassin
mesh_terms: D000704:Analysis of Variance; D001265:Athletic Injuries / Q000523:psychology* / Q000534:rehabilitation*; D004517:Education, Professional / Q000379:methods*; D004521:Educational Measurement; D005260:Female; D006801:Humans; D008297:Male; D011361:Professional Competence; D013334:Students / Q000523:psychology*; D055815:Young Adult