The present study examined differences between levels of adherence to athletic injury rehabilitation (SIRAS; Brewer, Van Raalte, Petitpas, Sklar, & Ditmar, 1995) among injured student-athletes on their use of sport psychology strategies (TOPS; Thomas, Murphy, & Hardy, 1999) and their perceived social support (SSS-C; Richman, Rosenfeld, & Hardy, 1993). Relationships between adherence to athletic injury rehabilitation and sport psychology strategies and perceived social support were also investigated. In addition, participants' use and training in sport psychology strategies was explored. The sample consisted of 35 student-athletes from 1 NCAA Division I and 3 Division II institutions who sustained athletic injuries that required them to receive treatment at an athletic training room for at least ten sessions or two weeks. Participants attended an average of 42 sessions. Injuries ranged from ankle sprains to ACL tears. Participants represented 9 sports with a balanced number of female (n = 19) and male (n = 16) student-athletes. No significant differences were found between low and high groups on adherence to athletic injury rehabilitation on TOPS Competition scores for self-talk, goal setting, imagery, and relaxation; and the following SSS-C types of social support: Listening, emotional, emotional challenge, reality confirmation, task appreciation, and task challenge. No significant positive relationships were found between SIRAS scores and scores for sport psychology strategies and types of social support. A greater proportion of participants were found to use several sport psychology skills in both competition and rehabilitation, but not to have received formal training in these skills. No differences in proportion of participants were found to use these skills because of differences in SIRAS level, gender, class-status, or severity of injury. Additional analyses revealed significant differences between NCAA Division I and II participants with Division II student-athletes scoring higher on TOPS Competition scores for self-talk, goal setting, and relaxation. The results of this study are discussed and explained. Implications for interventions addressing injured student-athletes' sport psychological and social support needs are provided. Limitations of this study are shared and directions for future research are offered.
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