Teachers and coaches are key figures in promoting and sustaining injury-preventive behaviors among youth athletes. Although previous studies have demonstrated the effectiveness of injury prevention interventions in floorball, little is known about how these practices are implemented in elite floorball high schools. This study explored how teachers in school sports at Swedish certified elite floorball high schools integrate injury prevention into everyday coaching, focusing on their experiences and strategies. Semi-structured interviews with 15 teachers across Sweden were analyzed using qualitative content analysis to identify themes and underlying categories. Our analysis resulted in one overarching theme: “Facilitating students' development to become their own best coach,” reflecting teachers' efforts to strengthen autonomy and competence through progression in injury-preventive training. Three sub-themes captured this process: navigating challenges and opportunities in the school-context, promoting students' own learning and sense of responsibility, and leading with intentionality. Teachers varied exercises, used open communication, and encouraged responsibility, while managing a major challenge—helping students balance total load from school training, club training, and academic stress. Findings highlight injury prevention as an inherent part of the school sport context and underscore the need for coordinated efforts among teachers, team coaches, and sport federations to manage athlete load effectively. These insights offer practical implications for coaching practice and contribute to critical reflection on how pedagogical strategies can support both performance and well-being.
Levin et al. (2026) studied this question.