Guiding players through the injury recovery process
Photo via Scott McIntyre/Tampa Bay Times
In this article, sponsored by St. Vincent Sports Performance, we examine the how coaches, athletes and trainers – specifically at the high school level – now deal with injuries and recovery.
Pius X (Nebraska) High School assistant coach Jim Hansen has witnessed the evolution first-hand in his three decades on the sideline.
“When I first started, only large public schools had the resources to provide a trainer. The head coach was also the trainer,” Hansen said. “Significant injuries were diagnosed and handled either after the game or Saturday morning. If we were lucky, a player had a father who was a doctor that could come down. Most injuries became the, ‘rub dirt in it and it'll be fine,’ type. It had to be serious for anyone to come out of a game.”
Now, it’s a different story.
“All schools now have a full-time trainer at practices and games,” Hansen said. “We have a concussion protocol and return-to-learn” protocol. Our trainer, administration and teachers all work together for the student-athlete. Also, coaches at all levels in Nebraska are required to take online classes for concussion, heat- and heart-related conditions. I’ve had three sons play in high school, and I feel they were all treated with top-flight care and attention. I feel safe and confident both as a parent and coach that all players will be treated with the best possible care.”
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While medical treatment has evolved, so has the mental side of injury recovery. Sports performance psychologists like St. Vincent’s Dr. Kacey Oiness provide athletes and their families with a blueprint and backing for the often-strenuous road.
“For any athlete, it’s just an extra layer of support as they go through the injury process,” Oiness said. “Some of the toughest parts of an injury are the unfamiliarity that comes with it, unpredictability and lack of control. If they work with us, we can help them regain a sense of control and balance.”
This starts with an open line of communication, to let the athlete know there are no dumb questions. Goal-setting is also important, so an athlete doesn’t think they’re just going through the motions, and instead feels they have an active role. They’re also encouraged to practice visualization – how they foresee themselves performing and succeeding upon their return.
Like a bitter defeat in competition, athletes take injuries hard.
“We’ve evolved as a profession in seeing the toll this can take on them, because they’re often so invested in their sport with the work they’ve put in,” Oiness said. “An injury can be a big barrier for them.”
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Encouraging social support is one of the cornerstones, especially for athletes who will miss action for an extended period of time, and perhaps most notably, those who miss most or all of their senior seasons.
“There are many different reactions, from sadness to depression, anxiety, anger and fear. It’s important to teach them how to cope in general, and recognize other pieces that help you balance and have a sense of well-rounded identity,” Oiness said. “They can feel isolated and withdrawn since they aren’t participating. It helps to get them connected to a support network of athletes who’ve gone through similar injuries so they can know, ‘Hey, I’m not alone.’”
Parents play a key role in how much an athlete trusts the medical staff, especially in conveying the message that an early return can negate long-term goals and health. They can also provide much-needed levity.
“We ask them how their parents can help,” Oiness said. “Sometimes they want them to be involved but say, ‘Every time they ask how I am, it reminds me of what I’m going through, so I need them to make me laugh.'"