Chapter 9: Reactions to Return to the Decks Melissa Scruton, Professional Disc Jockey

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A Grounded Theory of Sport Injury-Related Growth

Although previous research has shown that experiencing an injury can act as a catalyst for self-development, research that has examined the concept of sport injury-related growth (SIRG) remains largely descriptive. This study aimed to address this by developing a substantive theory to explain the processes through which injured athletes experienced SIRG. Using Strauss and Corbin’s (1998) variant of grounded theory, 37 injured athletes competing in a range of sports and competitive levels participated in qualitative interviews. Interviews (N=70) and data analysis were conducted over a period of 24 months. Transcripts were analyzed using open, axial, and selective coding. Quality criteria used were fit, relevance, workability, and modifiability. The grounded theory produced (i.e., Theory of Sport Injury-Related Growth) suggests a number of internal (i.e., personality, coping styles, knowledge and prior experience, and perceived social support) and external factors (i.e., cultural scripts, physical resources, time, and received social support) enable injured athletes to transform their injury into an opportunity for growth and development. The mechanisms through which this occurs are meta-cognitions, positive reappraisal, positive emotions, and facilitative responses. This theory offers a number of exciting avenues for future research, and provides medical personnel and practicing sport psychologists with a detailed explanation of how sport injury can lead to growth experiences

Can Emotional Disclosure Promote Sport Injury-Related Growth?

This study makes an original and rigorous contribution to the psychology of sport injury literature by examining the efficacy of emotional disclosure to promote sport injury-related growth (SIRG). Participants (N=45) were assigned to one of three groups (i.e., written disclosure [WD], verbal disclosure [VD] or control), 30 of which took part in social validation interviews (>45hrs) and member reflections to evidence methodological rigor. VD group experienced SIRG. There was no significant difference between the WD and control groups. Practical implications are considered at intrapersonal, interpersonal, institutional, and cultural levels. Future research on emotional disclosure should proceed with caution and diversify

Multilevel Model of Sport Injury (MMSI): Can Coaches Impact and be Impacted by Injury?

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Breast education improves adolescent girls’ breast knowledge, attitudes to breasts and engagement with positive breast habits

Many females experience breast-related issues that are considered to negatively impact health and wellbeing. These include breast cancer, issues related to incorrect bra fit, and issues related to breast movement including an increased incidence of breast pain, breast sag and embarrassment, which can be a barrier to physical activity participation. Knowledge and awareness of these breast issues among females is low. Furthermore, these breast concerns are more prevalent in adolescent girls compared to adult females, with 87% of girls reporting ≥ one breast concern. This study evaluated the short- and longer-term impact of a 50-minute breast education intervention on adolescent girls’ (11 to 14 years) breast knowledge, attitudes to breasts and engagement with positive breast habits. A mixed methods, controlled, longitudinal, cohort design was employed, using two control schools (n: 412; receiving no intervention) and two intervention schools (n: 375; receiving the intervention) from privileged and less privileged areas. Adolescent girls in four schools completed a validated breast survey pre- and immediately post-intervention as well as three- and six-months post-intervention. Additionally, in one intervention school, six focus groups were conducted immediately and four-months after the intervention. The intervention was equally effective in the two intervention schools. Following the intervention, participants in the intervention schools significantly improved their breast knowledge, their attitudes to breasts and their engagement with positive breast habits, compared to participants in the control schools, p < 0.01 (with large effect sizes). These improvements were sustained six months post-intervention. Participants described the session as “informative”, it made them “feel less embarrassed” about their breasts; they also reported wanting to do more exercise and to change their bra purchasing and bra wearing habits. These novel, positive findings provide insight into the benefits of teaching adolescent girls about breasts from a young age and can be used to inform effective breast education in schools. It is recommended that education on multiple breast topics should be introduced in schools, preferably being first introduced in primary schools, with a modular structure and progressive information

Living with limb loss: Everyday experiences of ‘good’ and ‘bad’ days in people with lower limb amputation

Purpose: To provide an understanding of the everyday experiences of individuals with a limb amputation. Method: Twenty-two participants (14 female, 8 male) with a mean-age of 42 years (SD = 10 years) were recruited to take part in two focus groups. The participants reported a range of lower-limb amputations (i.e., congenital, acquired, transfemoral, trantibial, unilateral, and bilateral) and on average were 5 years post-surgery (SD = 7 years). Each focus group comprised of 11 participants and was moderated by either the first or second author. The moderator asked participants to discuss their everyday experiences of life with an amputation using Charmaz’s good day/bad day approach. Focus groups were transcribed verbatim and analysed using an inductive thematic analysis. Results: Four themes were identified: pain, organization and planning, the embodied experience after amputation, and interactions with others. Conclusions: These themes provide a key resource for understanding daily fluctuations in physical, social, and psychological functioning

Stressors Experienced in Elite Sport by Physiotherapists

This study extends stress research by exploring the stressors experienced by physiotherapists’ working in elite sport. The physiotherapists who were interviewed have prepared athletes and worked with them at international events (e.g., Olympic and Paralympic Games). Transcripts were analyzed using thematic analysis. Methodological rigor and generalizability were maximized through self-reflexivity and eliciting external reflections before seeking publication. Five themes were identified: I am not a Machine, This is Sport, Relationships are Messy, Under the Microscope, and Beyond one’s Remit. These themes illustrate that sports physiotherapists experience a wide variety of stressors (e.g., workload, power-relationships, moral and ethical conflicts), with diverse consequences (e.g., work-life conflict, job insecurity, relationship breakdown). Although these findings resonate with practitioners in other sport science and management roles, they also provide unique insights into this population. Practical implications are discussed across multiple levels (i.e., policy, cultural, organizational, interpersonal, and intrapersonal)

Sport Psychology Consultants’ Perspectives on Facilitating Sport Injury-Related Growth

Despite recent conceptual, methodological, and theoretical advancements on sport injury-related 26 growth (SIRG), there is no research on sport psychology consultants’ (SPCs) experiential 27 knowledge of working with injured athletes to promote SIRG. Toward this end, this study examined 28 SPCs’ perspectives on facilitating SIRG to provide an evidence-base for professional practice. 29 Participants were purposefully sampled (4 females, 6 males; Mean of 19 years’ applied experience) 30 and interviewed. Transcripts were thematically analyzed. Methodological rigor and generalizability 31 were maximized through self-reflexivity and eliciting external reflections. Five themes were 32 identified: Hear the Story, Contextualize the Story, Reconstruct the Story, Live the Story, and Share 33 the Story. Findings offer practitioners a novel approach to working with injured athletes. Rather than 34 focusing on returning to preinjury level of functioning, the findings illustrate how SPCs can work 35 with injured athletes to help transform injury into an opportunity to bring about positive change