Athletic Identity, Grit and Self Efficacy as Determinants of Sports Injury, Rehabilitation, and Recovery Among Athletes of Oyo State

Athletic Identity, Grit and Self Efficacy as Determinants of Sports Injury, Rehabilitation, and Recovery Among Athletes of Oyo State

Chapter One

OBJECTIVES OF THE STUDY

The main objective of the study is to examine athletic identity, grit and self efficacy as determinants of sport injury, rehabilitation and recovery among athletes of Oyo state.

The specific objectives of the study were as follows:

To compare locus of control, grit and self-efficacy in athletes and non-athletes.
To examine the relationship between locus of control, grit and self-efficacy in athletes and non-athletes.

CHAPTER TWO

REVIEW OF THE LITERATURE

INTRODUCTION

The review of literature is divided into eight sections. The first section describes the history of athletic training. Within this section the field of athletic training is discussed with particular attention directed at the route to becoming an ATC and the required competencies ATCs must posses. The second section provides a brief overview of sport psychology and mental skills training. The third to fifth sections define and provide an overview of imagery, goal setting, and self-talk, respectively. These sections include types, theories, and evidence of imagery, goal setting, and self-talk effectiveness in athletic populations. The sixth section describes the use of mental skills training with injured athletes. It details the use and effectiveness of imagery, goal setting, and self-talk with aiding in the recovery of injured athletes. The seventh section discusses the role of ATCs in working with injured athletes. It details the main topics of study within the athletic training literature regarding mental skills training with injured athletes. The eighth and final section defines self-efficacy and the need to research the self-efficacy of ATCs in using mental skills techniques with injured athletes.

HISTORY AND SCOPE OF ATHLETIC TRAINING

Athletic training is defined as a practice that “encompasses the prevention, diagnosis, and intervention of emergency, acute, and chronic medical conditions involving impairment, functional limitations, and disabilities” (NATA, 2012). Currently, to become an ATC, individuals must graduate from a Commission on Accreditation of Athletic Training (CAATE) accredited program and pass a national certification exam administered by the Board of Certification (BOC). However, the path to becoming an ATC was not always as clear and concise.

The route to becoming an ATC has dramatically changed in the last 55 years (Craig, 2003). Beginning in 1959, the first athletic training curriculum was approved by the National Athletic Training Association (NATA). The athletic training curriculum was very similar to that of a physical education major except that it included an advanced athletic training course and laboratory practice (Delforge & Behnke, 1999). Then in 1969, the first undergraduate athletic training programs were recognized by the NATA. In addition, the Professional Education Committee (PEC) was formed to evaluate and recommend NATA recognition of the first undergraduate athletic training programs. During this time period the four ways to become an ATC included: graduation from a NATA-approved athletic training education program, completion of an apprenticeship program, graduation from a school of physical therapy, and a special consideration route (Delforge & Behnke, 1999).

In the 1980s in order to unify the field, the NATA implemented a resolution that stated that all NATA-approved undergraduate education programs offer a major field of athletic training. During this time period there were two ways to become an ATC: graduation from an athletic training major from a college or university or completion of an internship in athletic training (Delforge & Behnke, 1999). Then in 1989 the BOC was established to serve as an independent entity that provided a certification program for entry-level athletic trainers and recertification standards for ATCs. The BOC is the only accredited certifying body for athletic trainers in the United States. In order to sit for the BOC Examination, individuals had to complete either the athletic training curriculum or internship.

As the field of athletic training progressed more reforms and changes occurred. In order to have consistency within athletic training education programs the Joint Review Committee on

Education Programs in Athletic Training (JRC-AT) was established under the Commission on Accreditation of Allied Health Profession Programs (CAAHEP) (Delforge & Behnke, 1999). The CAAHEP became responsible for reviewing and accrediting educational programs in athletic training. As athletic training curriculum and education matured, the route to certification dwindled as the internship route to certification was eliminated. As of 2004, in order to sit for the BOC Examination and become an ATC, athletic training students must graduate from a fouryear accredited institution (Craig, 2003).

CHAPTER THREE

METHODOLOGY

Research design:

Ex Post facto research design was chosen.

Participants:

The sample comprised of 200 athletes and non- athletes, of which 100 were athletes (70 – males and 30- females) and 100 non- athletes (33- males and 67- females) ranging between 18- 25 years. The sampling method used for the present study was purposive sampling for the selection of athletes and convenience sampling for the selection of non-athletes.

Procedure:

The researcher approached two sports academies in Chennai city who train athletes in various

individual sports such as javelin throw, shot put, long jump, hammer throw, triple jump, discus throw, and hurdles. The purpose of the study was explained to the coach. Permission was obtained from the coach to conduct the study. 100 athletes in the age range of 18-25 who participated in individual sports such as shot put, long jump, hammer throw, triple jump, discus throw and hurdles at state, national and international level agreed to participate in the study. The purpose of the study was explained to the athletes and informed consent was taken from them. They were then administered the Locus of Control Scale, General Self-Efficacy Scale and Grit- S. Confidentiality of responses was guaranteed to the participants. To collect data from female non-athletes the researcher approached an arts and science college for women in Chennai city. Permission was obtained from the teachers to collect data. The purpose of the study was explained to the students and 67 female students from two different classes volunteered to participate in the study. They were then administered the three questionnaires. For male non-athletes, the snowball sampling was used and the questionnaire was sent to 33 males.

CHAPTER FOUR

RESULTS AND DISCUSSION

Table I: Means, Standard Deviations, and‘t’ value for locus of control between athletes and non-athletes.

CHAPTER FIVE

CONCLUSION AND RECOMMENDATION

Conclusions

The study compared locus of control, self-efficacy and grit among athletes and non-athletes. The study also examined the relationship between grit, locus of control and self-efficacy. The following were the conclusions of the study.

There was a significant difference in locus of control between athletes and non-athletes. Athletes had an internal locus of control compared to non-athletes.
There was no significant difference in self-efficacy between athletes and non-athletes.
There was no significant difference in grit between athletes and non-athletes.
There was a significant positive relationship between self-efficacy and grit among athletes and nonathletes.
There was no significant relationship between locus of control and grit among athletes and nonathletes
There was no significant relationship between locus of control and self-efficacy among athletes and non-athletes.

Limitations

The study was conducted only on 100 athletes and 100 non-athletes.
The study was restricted only to athletes who participated in individual sports such as javelin throw, shot put, long jump, hammer throw, triple jump, discus throw, and hurdles. Athletes who participated in team sports such as volleyball, cricket, hockey and basketball were not included in the study.
The study was limited to students in the age group 18-25 years from Chennai city.

Suggestion for further research

A larger sample can be studied.
The study can be carried out on athletes who participate in team sports.
Other psychological variables such as resilience, self-esteem, optimism and burnout can be investigated.

REFERENCES

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