Over the past five decades, the psychology of sport literature has demonstrated the powerful physical, social and emotional consequences of sustaining a sporting injury. In particular, the focus of this literature has been on understanding athletes’ responses to injury, and consequently on providing adaptive psychosocial strategies for rehabilitation. Yet this thesis suggests that at present, a gap exists between knowledge creation and knowledge translation. With this in mind, this thesis aims to bridge the gap between knowledge and practice within the context of sport injury. Drawing on Graham et al.’s (2006) knowledge-to-action framework this thesis includes a series of phased work that moves knowledge from creation to translation. Phase one used a meta-study of the qualitative sport injury literature to synthesise existing knowledge on the psychosocial response to sport injury. A total of 54 synthesised articles identified seven themes, which not only highlighted a series of philosophical and methodological insights, but the need to consider the holistic aspects of the injury process. Phase two aimed to identify, assess and move beyond the barriers faced by Sports Injury Rehabilitation Professionals (SIRPs) when trying to access knowledge on the psychosocial aspects of sport injury. A total of 72 SIRPs identified a need for future professional training to be accessible, specifically in terms of time, practicality and audience. Phase three used the accumulated insights to create a knowledge translation tool designed to educate SIRPS on the psychosocial aspects of sport injury. Drawing on Goodson and Gill’s (2011) framework of narrative learning as a structure, a series of creative non-fiction stories, video animations and reflective questions were created. These combined to produce an online knowledge translation course. The final phase focused on monitoring knowledge use and evaluating the knowledge translation tool. Results highlighted how the designed knowledge translation tool was able to help SIRPs move beyond just understanding the material offered, to instead reflect, integrate and apply the research evidence after engaging with the knowledge translation tool.