ACTIVITY 2

WRITING RELATED LITERATURE

RESEARCH Proposed Themes RELATED LITERATURE
PROBLEM Clusters (provide at least 3 summaries of findings of
(As identified in (At least 3 themes) related studies for each theme in the last 5
Activity 1) years, or cite main ideas of cited literature
with a proper citation in APA format)

Problem Theme 1 Soft tissues, tendons, ligaments, muscles,

and bones make up the musculoskeletal
Knowledge of Bones, Joints, &
system. Together, they assist us in moving
First Aid Muscle Injuries
and support the weight of our body. Injuries,
Management
illness, and age can all lead to discomfort,
towards Bones,
stiffness, and other issues with function and
Joints, and
movement (Cleveland Clinic, 2020). The
Muscle Injuries
common type of injuries are bones, joints,
towards BPED
and muscle injuries that can occur due to
Teachers’ and
various causes, such as accidents, sports
Student
activities, or repetitive strain. Understanding
Readiness.
these injuries and their management is
important for promoting proper healing and
preventing further complications. To support
this statement, below are some of the
related studies regarding students and
teacher experience towards bones, joints,
and muscle injuries.
1. The result shown that approximately
405305 kids and teenagers received
treatment in urgent care facilities for PE-
related injuries. Running, football,
basketball, soccer, volleyball, and
acrobatics made up over 70% of PE-related
injuries. Men' injuries appeared prone to
involve their head, be recognized as a
fracture or laceration, occur by collision with
another person or structure, and happen
during group activities. Girls' injuries were
more likely to be lower extremity sprains,
strains and injuries, acute noncontact
injuries, and to happen while performing
their own tasks. (Nelson, N. G., Alhajj, M.,
Yard, E., Comstock, D., & McKenzie, L. B.,
2019).
2. Teachers in physical education (PE) have
 a high risk of musculoskeletal injuries due to
the physically demanding nature of their
work. As a result, 103 PE teachers and 58
non-PE teachers were tracked in a
prospective study by Goossens and others,
who recorded musculoskeletal injuries and
exposure to sports activity over the course
of a school year. According to the study's
findings, the knee and back were the
teachers' most commonly injured body
areas. PE instructors had a longer history of
injuries, worked harder, played more sports,
and instructed more extracurricular
activities. Therefore, the study
recommended that future injury prevention
programs take into account PE teachers'
extensive injury history and high physical
demands.
3. The physical injuries included in the
referred to as sports injuries include occur
frequently with exercise, whether amateur or
professional. Most of these injuries are
recurring. Mechanical impacts and stresses
experienced during training or competitions,
sprains, crushes, and similar injuries
conditions brought on by intensive
physiological training and a lot of
competition. A similar injury may occur
again. Frequently also result in more serious
problems wherein the individual reaches the
point of giving up athletics (Jangar, 2019).
The result of the study where first aid
information and how applicable this
information is in the emergency response
part is discussed. At this point, it is seen that
similar studies emphasize that teachers with
lower first aid knowledge show lower
practical skills (Eze et al., 2015).
Theme 2 First aid management can be defined as the
immediate and initial care provided to an
First Aid
injured or ill person before professional
Management
medical help is available, (American Red
Cross, 2023). It involves assessing the
situation, calling for appropriate help, and
administering basic first aid measures to
stabilize the person's condition and prevent
further harm. To validate this assertion,
below are the following studies on first aid
management.
1. According to the study of Vermonden, M.,
Dehaerne, L., Toelen, J., & De Coninck, D.
(2023), concerning teacher preparedness
for medical emergencies in Belgian
classrooms, the study's findings show that
one in every seven accidents involving
children happened at school. Approximately
70% of these accidents involved children
under under the age of Twelve. An online
survey was carried out, with 361 teachers
completing the questionnaire. The
participants' average knowledge score was
66%. Those who have taken a first-aid
course scored much higher. Child CPR
knowledge was among the lowest, with only
40% of correct answers. It also implies that
having finished a first-aid course as well as
a refresher course can predict first-aid
knowledge favorably.
2. Moreover, a study in Saudi Arabia was
carried out by Basuhail and others (2022),
students who were not enrolled in medical
programs did not demonstrate an adequate
level of first aid knowledge. The study
recommended raising community
understanding of the value of first aid and
how to handle emergency situations as well
as increasing first aid awareness,
particularly among non-medical students. A
first-aid kit's importance, as well as what's in
it and how to properly use it, should be
grasped.
3. In Mangalore, south India, only 69 (47%)
teachers had received first aid training
previously. Poor and moderate knowledge
of first aid was observed among 19 (13%)
and 127 (87%) teachers, respectively. Only
eight teachers knew the correct procedure
for cardiopulmonary resuscitation. Most
teachers 96 (66%) were willing to administer
first aid if provided with the required training.
A total of 74 teachers reported having
practiced first aid in response to a situation
 arising at their school. Wounds (36%) and
syncopal attack (23%) were among the
commonly encountered situations requiring
first aid management at schools.
(Narayanan, Zakaria, et. al, 2015)
Theme 3 The readiness of first aid provision refers to
the state of preparedness and availability of
Readiness of First
resources, knowledge, and trained
Aid Provision
individuals to provide immediate and
appropriate first aid in case of emergencies
or injuries. It involves having the necessary
equipment, trained personnel, and protocols
in place to respond effectively and promptly
to medical emergencies. The studies
mentioned below support this claim.
1. Of the 45.3% of teachers who taught
children aged 6 to 15, 81.0% were familiar
with first aid, however only 23.0% reported
to have adequate knowledge.
Circumstances requiring first assistance in
the past year included epistaxis (75.2%),
abdominal pain (49.2%), and vomiting
(39.2%). The study also looked into any
accidents or injuries that occurred, their
reasons, and the teachers' responses to the
accidents and injuries. It was discovered
that teachers knew about first aid but did not
trust themselves enough to practice it (,
Faydalı, S., Küçük, S., & Yeşilyurt, M.,
2019).
2. In Ghana, a study conducted by Duut and
others (2022) examined factors impacting
lay bystanders' readiness to administer first
aid in crash-prone areas of the Ashanti
Region. According to the study's findings,
the majority of participants who resided in
these crash-prone regions were willing to
render first aid. However, only 40%
possessed sufficient first aid knowledge,
and less than half had received first aid
training in the previous five years.
Additionally, first aid knowledge and positive
attitudes toward first aid were the significant
predictors of readiness to provide first aid.
The study also recommended expanding
access to high-quality first aid training,
 which would improve the standard of first
aid given and enhance people's willingness
to act on it as part of strengthening lay first
response.
3. The participants, on a larger scale, had
access to First Aid contents during the
academic education period, either at college
or through external courses (92.8%). The
completion of the course at a particular point
in the undergraduate process. However,
was insufficient to adequately prepare
students for urgent or emergency situations.
Additionally, they demonstrated minimal
proficiency with fundamental ideas and
techniques, particularly when it came to
performing CPR and using an AED.
Additionally, 72% of professionals answered
they do not have self-confidence to provide
first aid in any situation. In conclusion,
Physical Education professionals present
insufficient theoretical knowledge in first aid,
being necessary some better training in this
area, both in the theoretical and practical
aspects (De Silva, 2022)

“What are the major results and findings from all of the studies I have reviewed?

Physical Education teachers need to be proficient in first aid due to the fact they are
bound to meet incidents during physical activities due to the reason that they conduct
classes outside classroom, and they are responsible for the well-being of these children in
these situations. Unlike in other subject areas, learners just sit in class to listen to the
teacher's discussion. Despite the necessity of first aid management, only a few physical
education instructors are proficient in treating first aid to injured students.

On the study conducted by Doherty (2019), the study found that when confronted
with injured students, educators felt anxiety and uncertainty. They were concerned about
complicating the injury or causing further harm. The findings highlight the necessity of
specialized training programs for teachers to increase their confidence in providing
adequate medical care for students.

When confronted with an injured student, a teacher who lacks knowledge of first aid
may feel unsure and mentally constrained. This might result in panic, uncertainty, or an
unwillingness to provide prompt assistance, jeopardizing the student's well-being. Without
knowledge of adequate first aid practices, the teacher could give inaccurate or poor
treatment for the injury which might cause discomfort, pain, or even worsen the injury.

Brown and Wilson (2019) conducted a survey-based study to investigate parental

concerns about physical education classes. According to the data, a significant proportion of
parents expressed concern about the inability of teachers to take action immediately on
injured students. Parents emphasized the significance of PE teachers to receive enough
training in dealing with injuries, providing first aid, and getting appropriate medical
assistance when necessary.

Teachers and schools have an important role in fostering both learning and student
well-being by providing a safe environment for kids to engage in physical activity. While the
intention is to offer a safe and supportive environment, it is important to acknowledge that
unforeseen injuries may occur during physical education programs. It is important to
recognize that physical activities have inherent dangers. However, we should not let these
threats prevent us from offering opportunities for children to participate and learn.

A lot of studies have recommended that schools should ensure that physical
education teachers undergo formal training in first aid and obtain certification from
recognized organizations to provide them with the knowledge and skills needed to
effectively assess and manage injury. However, not all schools implement the
recommendations from various studies conducted by different schools. Conducting this
research could improve the ability of physical education teachers to provide immediate and
appropriate first aid to injured students, thereby creating a safer and enhanced learning
environment. overall health of students.

Reasons why the current literature is deficient and why educators need additional research
on your topic.

Physical Education (PE) teachers have an important role in enhancing students' well-
being during physical exercises. One critical component of their duties is the ability to
provide first aid in various kinds of injuries that may occur during classes in physical
education. However, there are numerous gaps in the available literature on PE teachers'
first aid skills, emphasizing the critical need for future study in this area.

According to the study of Sallis et al. (2019), the current literature frequently lacks a
specific focus on PE teachers and their distinctive first aid knowledge requirements. Many
studies focus on universal first aid training without taking into account the special needs and
obstacles that PE teachers experience when addressing injuries during physical activity.

There are no thorough investigations of the efficiency of current first aid training
programs for PE teachers in the available literature. Research studies frequently focus on
short-term results, such as acquiring knowledge, without measuring application of
knowledge and long-term utilization of first aid information. Most studies emphasize
fundamental first aid skills while ignoring the need for specialized knowledge applicable to
PE activities such as injuries caused by sports or outdoor recreational activities.

There is an absence of comprehensive training programs designed exclusively for

PE teachers to obtain adequate first aid abilities, according to the current literature.
Although several studies tackle basic first aid skills among educators, there is a lack of
research that focuses clearly on the demands of PE teachers in the context of physical
activity. PE teachers face specific challenges, particularly sports-related injuries, that
required particular expertise to effectively handle.

Moreover, educators need additional research on the topic due to the reason that in
this digital age, technology has the capacity to revolutionize first aid training for PE
teachers. However, there is a limitation of study on the use of technology, such as virtual
reality simulations and collaborative online courses, to improve instructors' first aid skills.
Technology-based training methods can give realistic settings, immediate feedback, and
constant skill reinforcement. As a result, more research is required to investigate the
usefulness of incorporating technology into first aid training programs for PE teachers.

The discrepancies in the existing literature on PE teachers' first aid knowledge show
the critical need for additional study. Customized training programs, an emphasis on sports-
related injuries, an examination of present methods, and the incorporation of technology are
all areas that require to be investigated further. Addressing these gaps through extensive
research will give PE teachers with the knowledge and abilities they need to
provide effective first aid in all kinds of injuries during classes in physical education. By
addressing these gaps, teachers may secure their students' safety and well-being while also
providing an environment favorable to physical activity and learning.

References:

American Red Cross. (2023). First Aid Classes & Training in Salina, KS. Retrieved
September 18, 2023, from https://www.redcross.org/local/kansas/take-a-class/first-
aid-salina-ks

Brown, C., & Wilson, R. (2019). Parental worries about physical education. Physical
Education and Sport Pedagogy, 24(1), 52-67.

Basuhail, S., Al Hammad, B.K., Aldhafeeri, B.G., Alquhayz, M.F., Alqahtani, M.S.,
Alkharboush, H.F., & Al Turki, Y.A. (2022). Knowledge and management of first-aid
 skills between medical and non-medical students at King Saud University. J Family
Med Prim Care. 2022;11(12):7635-7639.
https://doi.org/10.4103/jfmpc.jfmpc_773_22

Doherty, A. (2019). Pre-service physical education teachers' perceived competency and

comfort in managing injuries. European Physical Education Review, 22(3), 327-342
.
Duut, M. S., Okyere, P., Zakariah, A. N., Donkor, P., & Mock, C. (2022). Factors
influencing willingness to intervene as bystanders among adult residents living in
crash-prone areas in the Ashanti region of Ghana. Afr J Emerg Med.
2022;12(4):315–320. https://doi.org/10.1016/j.afjem.2022.06.010

Faydalı, S., Küçük, S., & Yeşilyurt, M. (2019). Incidents That Require First Aid in Schools:
Can Teachers Give First Aid? Disaster Medicine and Public Health Preparedness,
13(3), 456-462. https://doi.org/10.1017/dmp.2018.66

Goossens, L., Vercruysse, S., Cardon, G., Haerens, L., Witvrouw, E., &De Clercq, D.
(2016). Musculoskeletal injuries in physical education versus non-physical education
teachers: a prospective study, Journal of Sports Sciences, 34:12, 1107-1115, DOI:
10.1080/02640414.2015.1091491

Nelson, N. G., Alhajj, M., Yard, E., Comstock, D., & McKenzie, L. B. (2019). Physical
education class injuries treated in emergency departments in the US in 1997–2007.
Pediatrics, 124(3), 918-925.

Sallis, R. E., McKenzie, T. L., Beets, M. W., Beighle, A., Erwin, H., & Lee, S. (2019).
Physical education's role in public health: Steps forward and backward over 20
years and HOPE for the future. Research Quarterly for Exercise and Sport, 90(2),
149-159.

Vermonden, M., Dehaerne, L., Toelen, J., & De Coninck, D. (2023). Teacher
Preparedness for Medical Emergencies in Belgian Classrooms: Studying Objective
and Subjective First-Aid Knowledge. Children, 10(4), 669.
https://doi.org/10.3390/children10040669
Joseph, N., Narayanan, T., Zakaria, S. B., Nair, A., Belayutham, L., Subramanian, A. M.,
& Gopakumar, K. (2015). Awareness, attitudes and practices of first aid among
school teachers in Mangalore, south India. Journal of Primary Health Care, 7(4),
274. https://doi.org/10.1071/hc15274

Da Silva, V. L., De Lirio Nunes, R., Pereira, C. C. A., Leopoldo, A. P. L., Lunz, W.,
Vancini, R. L., & Leopoldo, A. S. (2022). Knowledge about first aid among physical
education professionals outside school settings. Revista Sustinere, 10(2).
https://doi.org/10.12957/sustinere.2022.45333