| Description |
Sport injury is both a physical and psychological event. Some athletes may still be recovering psychologically even after their bodies have healed. Research has found that athletes who return to sport before they are psychologically ready may be at risk of experiencing maladaptive appraisals and performance outcomes. On the other hand, research has also shown that athletes may experience adaptive outcomes after injury such as improved performance and personal growth. In an effort to determine possible factors contributing to the disparity between these post-injury appraisals and experiences, the purpose of this study was to retrospectively explore the potential mediating effect of achievement goals on perceived competence and return-to-sport outcomes among college athletes who have recovered from a serious sport injury. The sample consisted of 75 male and female college athletes who returned to sport after having missed at least 3 weeks due to injury. Participants completed a survey measuring perceived competence, achievement goals, and return-to-sport outcomes. Results indicated that task-approach goals significantly mediated the relationship between perceived competence and a renewed perspective. These findings suggest that athletes who believed themselves to be capable and proficient in their sport after having recovered from injury were motivated by goals to perform well, to be effective, and to obtain good results. In turn, the pursuit of such goals facilitated perceptions of beneficial outcomes including greater enjoyment, mental toughness, understanding of relevant sport skills and strategies, motivation for sports success, and appreciation of sport. This study is the first to look at achievement goals in the context of sport injury. It offers promising avenues for future research as well as a number of practical implications. Progressive functional tests and psychological interventions such as imagery and self-talk could assist in building or maintaining athletes' perceived competence. Additionally, coaches and significant others may do well to use language that orients the athlete towards attaining success as opposed to avoiding failure, to emphasize effort, task completion, and correct form, and to avoid comments that compare the athlete to others or to his/her preinjury standards of performance. |
