Transformative learning: Lived experiences of secondary physical education teachers in managing students’ injuries in rural areas

This qualitative phenomenological study explores the lived experiences of rural secondary public school physical education teachers in managing student injuries during PE classes. Guided by Transformative Learning Theory, it examines how teachers respond to injuries, the support systems available, challenges faced, and how these experiences shape future teaching behaviors. Ten PE teachers were interviewed, revealing emotional distress during injury incidents, often intensified by insufficient training, limited resources, and weak institutional support. Key themes include a shift in pedagogy toward enhanced safety, the urgent need for practical first aid training, and the importance of emotional resilience. Teachers emphasized experiential, situation-specific learning involving both psychological and technical preparedness. The findings underscore the transformative impact of injury-related experiences on teaching practices and highlight the need for structured support systems and targeted professional development. Insights from this study informed the creation of an injury management training program aimed at fostering safer and more responsive PE instruction in rural schools.