Designing A School-Based Sports Injury Management Module For Teachers: A Collaborative Approach With Allied Health Professionals

Authors: Christian Gendemeh, Dr. Atul Khajuria, Dr. Pravin Kumar, Dr. Stephen Monday
Int J Biol Med Res. 2025; 16(4): 8244-8247

1. Contents lists available at BioMedSciDirect Publications
International Journal of Biological & Medical Research
Journal homepage: www.biomedscidirect.com
Int J Biol Med Res. 2025; 16(4): 8244-8247
Original Article
Designing A School-Based Sports Injury Management Module For Teachers: A Collaborative Approach With Allied
Health Professionals
Christian Gendemeh
*
, Dr. Atul Khajuria
**
, Dr. Pravin Kumar, Dr. Stephen Monday
¹ Ph.D. Scholar, Department of Physical Education and Yogic Sciences, Desh Bhagat University, Punjab – 147301
²Department of Allied Health Sciences, Desh Bhagat University, Punjab– 147301
³Director, Department of Physical Education and Yogic Sciences, Desh Bhagat University, Punjab – 147301
⁴Department of Allied Health Sciences, Desh Bhagat University, Punjab- 147301
A R T I C L E I N F O A B S T R A C T
Keywords:
Sports injury management,
school teachers,
allied health professionals,
physical education,
training module,
injury prevention,
interdisciplinary collaboration.
Introduction: Injury care as it relates to sports activities at school is crucial to a student’s all-rounded
development, however, due to the lack of teacher training, is often not handled appropriately. The purpose
of this study was to develop, implement, and assess a context-based training module on sports injury
management for school teachers, with input from allied health practitioners. Methodology: The study took
a mixed approach and quasi-experimental in nature. Two-day workshops were done for 25 teachers from
five secondary schools which were developed alongside physiotherapists and occupational therapists.
Data collection was done through pre and post intervention tests, guided observational checklists during
simulations, and focus group discussions after training. Quantitative data was analyzed with paired t-tests
and qualitative data was done through thematic analysis. Results: Following the training sessions, knowledge
assessment scores improved from an average of 10.6 to 17.2 (p < 0.001). Simulated scenario observation
checklist ratings during the simulations showed powerful achievement in injury identification (mean = 4.3/5)
and referral (4.2/5) determination. Teacher evaluations of the module showed high marks for practicality
(mean = 4.6/5) and applicability to their teaching duties. Qualitative data showed appreciation for the hands-
on training coupled with increased confidence and a demand for recurring workshops. Discussion: The data
supports the hypothesis that interprofessional education with allied health practitioners helps address the
inadequate school based exercise injury management policies.The enhanced understanding and acquisition
of skills among school teachers justify the inclusion of injury management training into professional
development exercises that require formalized training for schools. Conclusion: The co-developed programs
for sports injury care aimed at teachers and crafted jointly with healthcare providers improves readiness for
injury incidences within schools, and thus school safety. The program can be adopted in other regions and can
be used to guide policies related to school health and safety at the national level.
© Copyright 2025 BioMedSciDirect Publications IJBMR -ISSN: 0976:6685.
Introduction
Sports and physical activities that take place within the school
environment form an integral and inseparable part of the education
system as they enhance not only the physical health, but also the social
interaction, cooperation, self-control, and self-discipline skills of children
and adolescents. Injuries related to sports have become a rising problem,
especially with the global initiatives directed towards the use of sports and
physical education in school systems.

Corresponding author:
Prof. (Dr.) ATUL KHAJURIA
Director, Allied Health Sciences, Desh Bhagat University
Off to NH-44, Amloh Road,
Mandi Gobindgarh District Fatehgarh Sahib,
Punjab 147301 India
Email [email protected]
https://orcid.org/0000-0002-2918-366X
© Copyright 2025 BioMedSciDirect Publications IJBMR -ISSN: 0976:6685.
There is a marked increase in the frequency of students suffering from
sports injuries, particularly in contact and high intensity sports such
as football, basketball, and track and field [1]. If these injuries are not
properly managed, they can have serious long-term implications that
include increased school absenteeism, diminished participation in sports,
and adverse psychosocial effects among young athletes.
In many educational settings – especially in the developing and
resource constrained countries – it is often the school teachers who,
as non-healthcare professionals, are the first to see and deal with the
sports injuries. Sadly, most of these teachers do not have training devoid
formal instructional training in injury identification, first aid, or referrals
pathways/structures [2].
Any delay in their management or inappropriate treatment, as is
frequently the case, may worsen the condition and prolong recovery. The
existing gap in preparedness constitutes an appeal to most – if not all –
schools to empower their staff, especially sports coaches and physical
education teachers with essential skills on sports injury prevention
and management. An allied healthcare physiotherapist, athletic trainer,
and occupational therapist with clinical experience in caring for,
rehabilitating, and preventing musculoskeletal injuries are also allied
health professionals.

2. Atul Khajuria et al., Int J Biol Med Res. 2025; 16(4):8244-8247
8245
These professionals are gaining recognition as important participants
in injury management within the community and school settings.
Integrated models that synthesise the knowledge and skills of allied
health professionals with the practical experiences of educators can effectively
enhance the safety and health of students participating in school sports [3].
Creating a custom training module on sports injury management for
teachers, designed and developed with allied health practitioners, could
positively impact teachers’ perceived self-efficacy and actual performance
in managing sports injuries.
Such a module would typically include training on common injury
types (e.g., sprains, fractures, dislocations, concussions), initial response
protocols, basic first aid kit identification, injury prevention techniques
(e.g., warming up, stretching, hydration), and outlining referral protocols
for medical professionals.
Furthermore, some studies show that the most effective school-based
injury prevention programs use a tailored, multi-disciplinary approach
to evidence-informed planning [4]. Given that children and adolescents
spend a considerable amount of time in school, equipping educators with
the skills and knowledge to effectively respond to injury can help create
a safer school environment, decrease injury related absenteeism, and
encourage students to be physically active throughout their lifetime. Thus,
we intend to develop a school sports injury training program for teachers
in collaboration with allied health professionals to fill this gap.
The outcomes are to (1) analyse the gaps in knowledge and practices of
school teachers regarding injury management, (2) incorporate evidence-
based content into training fashion, and (3) assess the usefulness and
applicability of the module for actual school settings.
The study aims to promote teacher readiness and lessen risks of sport-
related injuries and advance safer and healthier school sports programs
through its initiatives.
METHODOLOGY
Research Design

This study employed a quasi-experimental mixed-methods design
integrating qualitative and quantitative methods. The goal was to create,
implement, and evaluate an instructional module on the management of
sports injuries for teachers at a school, incorporating feedback from allied
health professionals.
This design provided an opportunity to understand the context regarding
training requirements and evaluate the level of knowledge gained after the
intervention [5].
Study Setting and Participants
Data was collected from five public and private secondary schools in
MnadiGobindgarh , Punjab. The sample consisted of:
Teachers responsible for supervising physical education or sport at the
school (n=25)
Allied health professionals-physiotherapist and occupational therapist
who worked as co-designers and co-facilitators of the instruction (n=5)
Participants were selected through purposive sampling, focusing on
persons with first-hand experience in managing student sports activities/
expertise in sports injury management.
Process of Developing a Module
As customary, the module was developed in three phases:
Module Development Process
The module was developed over three phases:

Phase Description Participants
Involved
Phase I: Needs
Assessment
Semi-structured interviews and fo-
cus group discussions with teachers
to identify gaps in injury manage-
ment knowledge and practices.
25 teachers
Phase II: Module
Design
Content drafted based on WHO and
IOC guidelines on youth sports safe-
ty and feedback from allied health
professionals.
5 professionals
Phase III:
Implementation
& Evaluation
Teachers underwent a 2-day
workshop with hands-on demon-
strations, followed by post-training
evaluation.
25 teachers
Sources cited [6] and [3] were used as basis evidence documentation.
Data Collection Tools
Pre and Post Training Questionnaire:
A self-reported questionnaire with 20 items measuring participants’
knowledge of:
Basic aid methods
Common school sports injuries
Considered why a patient should be taken to another facility
Preventive measures
Focus Group Discussion Guide:
Developed to obtain post-training feedback from teachers for gathering
qualitative data to assess the relevance and practicality of the training module.
Observation Checklist:
Employed in teaching sessions so that the researchers can observe and
test teachers’ skills in responding to injuries they have to deal with in
simulations done in the workshop.
Data Analysis
Quantitative Data:
Data concerning participants’ scores in pre and post-training questionnaires
was analyzed using paired t-tests for evaluation of gained knowledge and its
statistical significance. Data analysis contrasts was performed using SPSS v25
while the significance level was considered as p <0.05.
Qualitative Data:
Focus group responses were analyzed using a thematic content
analysis based on the six-phase approach outlined in [7] to address the
recurring ideas about the module’s relevance and usefulness, highlighted
suggestions, and focal points needing additional input highlighted.
Ethical Considerations
Approval regarding ethics of the study was obtained from RIMT University
Ethics Review Board Name. Respondents took part in the study willingly
and informed consent was provided for all participants. All data collected,
analyzed and reported was kept confidential by anonymizing data
throughout collection, analysis and reporting.

3. Atul Khajuria et al., Int J Biol Med Res. 2025; 16(4): 8244-8247
8246
Results
This section includes the analysis from the feedback provided, researcher
observations, and both pre and post-training evaluations. In this case, the
outcome sought was to evaluate the effectiveness of injury management
training module on school teachers and the value that was attached to the
intervention.
Participant Demographics
A combined sample of 25 school teachers (14 male, 11 female) took part
in the training program. Their average age was identified to be 36.8 years
(SD = 5.4) and they had an average teaching experience of 9.7 years. They
were predominantly physical education teachers (56 percent) with the
remaining 44 percent being classroom teachers with supervised sporting
activities.
Knowledge Assessment Scores (Pre- and Post-Training)
As part of the training, a multiple choice question test consisting of 20
questions on sports injury recognition, first aid, and referral protocols
was administered both before and after the training. The results of the
participants are presented in table 1.
Table 1: Knowledge Score Evaluation for Pre and Post Training
Exercises (N = 25)
Assessment Mean Score
(/20)
Standard
Deviation
t-valuep-value
Pre-training 10.6 2.4
Post-training 17.2 1.8 12.54 < 0.001*
Statistically significant at p < 0.05
There was a statistically significant improvement in participants’
knowledge following the training (t(24) = 12.54, p < 0.001), demonstrating
the efficacy of the module.
Observational Ratings During Simulated Scenarios
During the hands-on simulation exercises, participants were assessed
using a structured observation checklist that rated performance across
five key competencies on a 5-point Likert scale.
Table 2: Mean Performance Ratings in Simulated Scenarios
Competency Area Mean Rating (Max = 5)Interpretation
Injury recognition 4.3 Very Good
Application of first aid4.0 Good
Appropriate referral
decisions
4.2 Very Good
Communication with
students
4.1 Good
Use of first aid materials3.8 Satisfactory
The most proficient area for most teachers was injury recognition and
referral. The teachers encountered some minor challenges in the confident
and efficient use of physical first aid tools.
Qualitative Feedback from Participants
Three overarching themes were noted from the post-training focus group
discussions:
Enhanced Role Distinction and Confidence:
“In my case, I now can manage an injury in the absence of the medical
team. During the injury I used to panic when a student would collapse.”
Lack of Advanced Professional Training:
“This training should be offered every year. In the absence of practice,
under stress, we forget things.”
Absence of Theory and Relevance of Practical Learning:
“Role-play and scenarios I appreciate because they taught me more than
any written manual.”
Overall Comment on the Usefulness of the Module:
Participants score the training module on clarity, usefulness, and applicability
using a 5-point Likert scale, and the results are shown in Table 3.
Table 3: Teacher Ratings of the Training Module (N=25)
Aspect Evaluated Mean Rating (/5)
Overall usefulness 4.7
Practicality of content 4.6
Clarity of instructions 4.8
Relevance to school context 4.5
Willingness to recommend 4.9
Key Findings
Teachers’ knowledge evaluation scores increased significantly after the
training.
Observation ratings indicated good practical performance, particularly in
case recognition and injury referral.
Teachers indicated high satisfaction with the module and suggested
periodic refresher courses.
The module was viewed as applicable, interesting, and important for
maintaining safety in school sports.
Discussion
The objective of this study was to design, implement, and evaluate a
collaborative sports injury management training module developed by
teachers with the assistance of allied health professionals. The data from
this research showed compelling evidence that such a program enhances
teachers’ knowledge, confidence, and practical skills with school sports
injuries to a remarkable degree.
Improving Teachers’ Management of Injuries
From the knowledge post test conducted, it is clear that teachers achieved
a great deal from the learning experience as structured knowledge
collisions had marked for the profound increase in post training test
knowledge scores. Participants had poor comprehension of important
injury types, relevant and prompt responses to such injuries, as well as
referral benchmarks prior to the intervention.
In relation to other studies, this gap aligns with results from a number
of studies which, for example, most teachers in developing and insourced
school systems have demonstrated inadequate training in first aid and
injury identification consider that they are frontline responders during
sports activities in schools [4]. After completing the module, there was a
noticeable increase in teachers’ average test scores from 10.6 to 17.2 out
of 20, which, statistically and practically speaking constitutes a significant
increase in theoretical knowledge.

4. Skill Application and Practical Participation
Further confirmation of teachers’ effective training culminated during
mock injury scenarios through skill-based observations. Teachers were
successful in the areas of injury recognition including recognition of (4.3
out of 5 mean rating) and decision making for referrals (4.2 out of 5)
which indicates that the majority of the students who took part in the class
oriented the skills equitably. This is in line with opinion of [3] who argue
that active learning like simulations and role playing is at the core of skill
development in injury prevention training.
The need for repeated hands-on training or refresher courses is
suggested by the lower mean score (3.8) on the practical assignment
of first aid materials. Teacher comments affirm this, as many noted the
importance of real equipment and the ability to practice on them. These
findings are consistent with the recommendations in [6] which advocate
ongoing professional development capacity building and access to basic
medical supplies in schools to improve injury preparedness and response.
Worthwhile Outcomes of an Interdisciplinary Approach
The major strength of this study is the interdisciplinary approach
toward the construction and implementation of the training module.
This program’s inclusion of allied health professionals-physiotherapists
and occupational therapists-in the content development and facilitation,
ensured the provision of evidence-based instruction relevant to schools
and clinical settings. This collaboration not only enhanced the accuracy
of the content but broadened teachers’ perspectives on the injuries,
rehabilitation, and prevention strategies beyond the scope of first aid.
This implementation illustrates the concepts advocated in [2] for
integrative youth sport safety models that include educators, healthcare
providers, and policy makers. Teachers who participated in this study
recognized the allied health professionals’ contributions and perspectives
and reported trust towards the training content and enhanced appreciation
and trust in injury management protocols.
Perceived Relevance and Sustainability
Quite noted scores for the module relevance, clarity, and applicability
suggest that the training was relevant and met the practical requirements
of teachers operating in fast and resource-limited settings. Participants
rated the module’s usefulness at 4.7 out of 5 and several participants
suggested that similar programs be offered on a routinized basis. This puts
into context the possibility of developing a policy to guide such training
as part of the professional development opportunities offered to teachers.
For such programs, however, to be sustainable and scalable, there has
to be synergy between the educational and health domains. Sustained
support through retraining refreshers, updated materials, and training
integration in induction programs would enable the institutionalization of
injury management competency for school staff.
Bridging the Safety Gap in School Sports
As a conclusion, this study demonstrates an undeniable gap in addressing
the safety element of sports done in schools. While the participation
of students in sports is critical for their physical and psychosocial
development, the lack of trained personnel who can attend to injuries
poses an enormous danger. The module showed that with some focused
short term training, school teachers can be trained to perform basic
injury management, including immobilization and referral, which greatly
minimizes injuries and improves student outcomes.
Close collaboration with allied health professionals led to the
development of a training module for sports injury management tailored
for school teachers. This study aims to design, implement, and evaluate the
module at a school level. Evidence from the study shows that appropriately
designed training can enhance teachers’ knowledge, attitudes, practices,
and confidence in managing sports injuries in their schools.
The increase in post-training evaluation scores as well as the high levels of
competence observed in simulated scenarios indicates that the training module
was effective. In addition, the inclusion of physiotherapists and occupational
therapists as content developers ensured that the training material was
relevant and accurate. Teachers appreciated the input of such professionals
from other disciplines and remarked on their practical importance.
Due to the ever-increasing number of students participating in sports
at the school level and the potential for related injuries, this study seeks
to address the ability gaps in injury management for teachers who
are usually the first responders. The results advocate for policies that
integrate health into the school curriculum and empower teachers, in line
with recommendations from [6] and the recent research.
In summary, curricula focused on first-aid training at the school level
offer a significant solution for the enhancement of student safety, the
management of latent injuries, and the promotion of health within the
school environment. This research serves as a model of best practice for
educational policy makers and institutions wishing to enhance the health
capacity of school staff in environments where resuscitative intervention
is unlikely to occur.
References
[1] Faigenbaum, A. D., & Myer, G. D. (2010). Resistance training among
young athletes: Safety, efficacy and injury prevention effects. British
Journal of Sports Medicine, 44(1), 56–63. https://doi.org/10.1136/
bjsm.2009.068098
[2] Soligard, T., Schwellnus, M., Alonso, J. M., Bahr, R., Clarsen, B., Dijkstra,
H. P., ... & Engebretsen, L. (2016). How much is too much? (Part 1)
International Olympic Committee consensus statement on load in
sport and risk of injury. British Journal of Sports Medicine, 50(17),
1030–1041. https://doi.org/10.1136/bjsports-2016-096581
[3] Emery, C. A., Roy, T. O., Whittaker, J. L., Nettel-Aguirre, A., & van
Mechelen, W. (2015). Neuromuscular training injury prevention
strategies in youth sport: A systematic review and meta-analysis.
British Journal of Sports Medicine, 49(13), 865–870. https://doi.
org/10.1136/bjsports-2015-094639
[4] Donaldson, A., Lloyd, D. G., Gabbe, B. J., Cook, J., & Finch, C. F. (2018).
Scientific evidence is just the starting point: A generalizable process
for developing sports injury prevention interventions. Journal of
Sport and Health Science, 7(3), 273–279. https://doi.org/10.1016/j.
jshs.2017.04.009
[5] Creswell, J. W. (2014). Research design: Qualitative, quantitative, and
mixed methods approaches (4th ed.). SAGE Publications.
[6] World Health Organization (WHO). (2022). Guidelines on physical
activity and injury prevention in school settings. Geneva: WHO.
[7] Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology.
Qualitative Research in Psychology, 3(2), 77–101. https://doi.
org/10.1191/1478088706qp063oa
© Copyright 2025 BioMedSciDirect Publications IJBMR -ISSN: 0976:6685.
Atul Khajuria et al., Int J Biol Med Res. 2025; 16(4):8244-8247
8247