چكيده لاتين :
Background & Objectives: Generally, fostering an active lifestyle and participation in sports activities are recommended, i.e., because of their impact on individuals’ health. However, participating in sports also presents the participant with risks and injuries. In other words, injury during
physical activity is an inseparable problem in sports, and if acute, could cause an inability to move (or rarely, permanent organ failure). Moreover,
it is associated with threatened biopsychological health status, decreased quality of life, increased medical costs, the fear of injury, decreased
motivation, and absence from work and activity for the athletes. Research has suggested that sports injuries are more prevalent in physical
education students than in other athletes. Any injury prevention planning firstly requires the identification of causes and factors of injury; thus,
this study investigated the causes of physical injury in physical education students from the viewpoint of physical education professors.
Methods: This study followed the framework of the qualitative approach and the phenomenological method. Semi–structured interviews were
used to collect the required data. The study population consisted of all professors of Pathology and Sports Management at universities with
experience of teaching practical courses to physical education students. The study sample consisted of 12 professors who were selected based
on the logic of the phenomenological research sampling approach in a purposive and saturated manner. Interviews with the professors were
conducted in one month. In addition, we attempted to increase the validity of the findings using methods such as dedicating adequate time to
data collection, consulting with two individuals familiar with the phenomenological research, and examining the negative and contradictory
cases or the alternate descriptions. Subsequently, to validate the subsidiary and principal components, interviewers' perceptions were validated
during the interviews to reflect the depth of meaning expressed by the participants. The data collected during the interview process were recorded
and coded using MAXQDA 12 software. Besides, the obtained data were analyzed through open, axial, and selective coding process as well as
in terms of content and theoretical basis.
Results: Nineteen categories were extracted from the data provided by the interviewees involved in causing sports injuries in physical education
students. These subcategories fell into 5 general categories, as follows: individual problems due to inadequate student admission process (low
fitness level, musculoskeletal problems, the lack of motivation & interest), safety problems due to lack of control over the environmental factors
(unsafe places, poor & inadequate educational tools, educational environment inappropriate with curriculum content), inappropriate physical
education regulations and structures (inappropriate educational goals & approaches, inappropriate educational content, inadequate educational
rules, inadequate classroom rules, inappropriate curriculum, inappropriate evaluation in case of content & training), the lack of knowledge and
expertise (the lack of knowledge of traumatic factors & preventive methods from professors, their lack of expertise in the discipline, their
deficiencies in the principles of performing exercises, unawareness of traumatic & preventive factors by students), and economic problems (using
inadequate low quality tools & equipment, failure to complete injury treatment due to financial problems, & imbalanced nutrition).
Conclusion: The present study results revealed that various factors are involved in the vulnerability of physical education students. Such
characteristics include individual problems, inadequate educational facilities, inadequate curriculum planning, inadequate content of practical
units and inappropriate targeting in teaching and testing, poor knowledge and expertise of faculty and students regarding injury and prevention
and, financial problems that reinforce such vulnerabilities. Furthermore, most of the related problems could be prevented through management
strategies as well as modifying university admissions procedures, securing sports facilities and equipment, curriculum content and scheduling
amendment, holding remedial courses in managing traumatic factors and to prevent and create financial support for students; these factors could reduce the odds of injuries in this population.
