Biomechanics plays a critical role in enhancing sports performance, refining movement techniques, and reducing injury risk among athletes. Despite its recognized importance, biomechanics education remains inconsistently integrated into school-level sports training programs. The present study investigated the current state of biomechanics education among school-level athletes and coaches, focusing on biomechanics knowledge, injury prevention awareness, confidence, practical application, perceived importance, and learning preferences. A quantitative survey design was employed involving 987 athletes and 200 coaches from schools and training centers. Reliability analysis, descriptive statistics, frequency analysis, and ANOVA were conducted using SPSS.

The findings revealed acceptable to high reliability across all constructs, with Cronbach's alpha values ranging from 0.75 to 0.89. Athletes demonstrated moderate to high levels of biomechanics knowledge, particularly regarding posture, balance, and injury prevention. Coaches consistently reported higher knowledge levels than athletes across all dimensions. Perceived importance of biomechanics was very high among both groups, with mean scores exceeding 4.0. However, formal biomechanics instruction remained limited, with many participants reporting only occasional exposure to biomechanics education. Coaches and educational institutions were identified as the primary sources of biomechanics knowledge. Furthermore, significant differences were observed in biomechanics knowledge across sports disciplines and training facilities.

The study concludes that while awareness of biomechanics is relatively strong, systematic biomechanics education remains inadequate. The integration of structured biomechanics curricula, practical workshops, coach certification programs, and technology-supported learning environments is recommended to improve athlete development and injury prevention outcomes.