Diagnosis of teacher preparation in the immediate management of sports injuries in Physical Education classes

Abstract

This study aimed to assess the level of preparation of Physical Education teachers at the Autonomous University of Santo Domingo regarding the immediate management of sports injuries in the school setting. Using a mixed-method approach and a descriptive-cross-sectional design, surveys, direct classroom observations, and documentary reviews of academic plans and records were conducted. The results revealed insufficient preparation in all areas assessed. On a theoretical level, teachers reported very limited knowledge of first aid, action protocols, and injury prevention. The observations revealed significant shortcomings in the operational response to risk situations, as well as a lack of adequate materials and a lack of systematic preventive measures. Document analysis revealed that lesson plans lack objectives, content, or protocols geared toward the physical therapy care of school emergencies. The convergence of these findings indicates a disconnect between initial training, teaching practice, and the real demands of the educational environment. Given this situation, there is an urgent need to design and implement a contextualized professional development strategy that equips teachers with the necessary skills to respond safely and effectively to sports injuries. This intervention would contribute not only to teachers' professional development but also to improving educational quality and protecting students' health during physical activities.