A survey of the level of comfort and confidence in the use of psychological techniques in the physical rehabilitation of injured athletes among members of the National Athletic Trainers' Association District 9

Most will agree on the power of the mind to influence the body. Athletic trainers are in a unique position to provide services to meet injured athletes' physical and psychological needs. Prior research supports that athletic trainers acknowledge the mind - body connection in the recovery process from physical injury and recognize the need to address an athlete's emotional reaction to injury. As a result, it is important that athletic trainers possess the needed skills and confidence to recognize and address the psychological needs of athletes' who are having difficulty adjusting to injury. The purpose of this study was to assess athletic trainers' level of comfort and confidence in their use of selected psychological techniques in the treatment of injured athletes. The study also explored what psychological techniques athletic trainers have utilized to address the psychological needs of injured athletes. Athletic trainers' access to a sports psychologist and/or therapist/counselor was also explored.;The Assessment of Athletic Trainers' Psychological Skills & Techniques (AATPST) was used to gather information about athletic trainers' perception of their skills and their college academic curriculums' ability to prepare them to address psychological needs. The AATPST was adapted from a survey instrument developed by Larson, Starkey, & Zaichkowsky (1996). The questionnaire contained 15 demographic questions, and 36 questions that contained open ended questions, rankings, and questions using a 5 point Likert rating scale. Based on the employment setting, members of the National Athletic Trainers Association (NATA) District 9 were solicited to participate in the study. Eight hundred ninety five athletic trainers met the criteria for participation in the survey. Two hundred twenty one (N=221) athletic trainers completed the email survey. Forty six percent (n=101) of the athletic trainers who participated in the study felt their academic curriculum prepared them with the training and skills to identify and address injured athletes' psychological needs. Twenty two and a half percent (n=50) disagree or strongly disagree that their academic curriculum had prepared them with the skills to utilize psychological techniques when working with injured athletes. Thirty one and a half percent (n=70) were neutral or undecided. Goal setting was identified as the most commonly utilized psychological technique with 94.6% (n=209) of the participants acknowledging that they had utilized this technique. No statistically significant differences were noted in the utilization of psychological techniques based on education level, race, or years of experience as an athletic trainer. A statistically significant difference (r=.016) was noted between age and the use of guided imagery. Further research is needed with a larger more diverse population to determine the implications for athletic training programs and development of continuing education programs.