A Preliminary Examination of Concussion Knowledge by Collegiate Athletes and Non-Athletes

Athletes who are deaf or hard of hearing (D/HoH) participate at all levels of athletic competition, but no evidence exists regarding their knowledge of and attitudes toward concussion. The purpose of our study was to explore the knowledge of and attitudes toward concussion in athletes who are D/HoH using the Rosenbaum Concussion Knowledge and Attitudes Survey. The Rosenbaum Concussion Knowledge and Attitudes Survey consists of two subscales, the Concussion Knowledge Index (range 0–25) and the Concussion Attitudes Index (15–75). Athletes who are D/HoH had a Concussion Knowledge Index score of 16.25 ± 3.83 and Concussion Knowledge Index score of 58.04 ± 6.44. There were differences between races for Concussion Knowledge Index scores (p < .01). Findings may allow health care professionals to better target educational interventions for athletes who are D/HoH.

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Development of a Peer Education Program to Improve Concussion Knowledge and Reporting in Collegiate Athletes

Journal of Athletic Training ◽

10.4085/1062-6050-212-19 ◽

2020 ◽

Vol 55 (5) ◽

pp. 448-455 ◽

Cited By ~ 1

Author(s):

William Ernst ◽

Meredith E. Kneavel

Keyword(s):

Focus Group ◽

Literature Review ◽

Education Program ◽

Student Athletes ◽

National Collegiate Athletic Association ◽

Group Discussion ◽

Collegiate Athletes ◽

Concussion Knowledge ◽

Pilot Implementation ◽

Women's Soccer

Context A novel peer concussion-education program (PCEP) was developed to enhance concussion knowledge and reporting among collegiate student-athletes. Objective To describe the PCEP and its development and implementation. Design Program development consisting of a literature review, focus group, and pilot implementation. Setting Athletics department at a college participating at the National Collegiate Athletic Association Division II-sanctioned competition level. Patients or Other Participants Fifteen student-athletes from the women's soccer and men's lacrosse teams participated in the focus group. Four peer concussion educators (PCEs) were debriefed after the pilot implementation of the PCEP with the women's soccer and men's lacrosse teams. Data Collection and Analysis Focus-group data were analyzed qualitatively. The PCEs were debriefed, and responses were organized into recommendation types. Results The literature review contributed information that supported the development of the PCEP's conceptual model. Focus-group results provided information used to train the PCEs and refine the PCEP's education modules. The pilot implementation and PCE debriefing supplied information used to further revise the education modules, PCE training, and PCEP implementation procedure. Conclusions The PCEP was developed based on the Theory of Reasoned Action and Planned Behavior and uses a peer-mediated, cognitive-behavioral, and interdisciplinary model to enhance concussion knowledge of and reporting by collegiate student-athletes. After a focus-group discussion and pilot implementation, we revised the PCEP and its education modules and developed an online manual to facilitate broad dissemination.

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Investigation of the Rosenbaum Concussion Knowledge and Attitudes Survey in Collegiate Athletes

Clinical Journal of Sport Medicine ◽

10.1097/jsm.0000000000000421 ◽

2018 ◽

Vol 28 (2) ◽

pp. 117-124 ◽

Cited By ~ 8

Author(s):

Erin B. Chapman ◽

Alan Nasypany ◽

Jim May ◽

Timothy Henry ◽

Chris Hummel ◽

...

Keyword(s):

Collegiate Athletes ◽

Knowledge And Attitudes ◽

Concussion Knowledge

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Evaluating Knowledge Attainment and Retention of a Multimodal Approach to Concussion Education in Collegiate Athletes

Athletic Training Education Journal ◽

10.4085/1947-380x-20-119 ◽

2021 ◽

Vol 16 (3) ◽

pp. 198-207

Author(s):

Lena Catherine Scott ◽

Jody Langdon ◽

Diana Botnaru ◽

Tamerah N. Hunt

Keyword(s):

Repeated Measures ◽

Student Athletes ◽

Sport Participation ◽

Collegiate Athletes ◽

Education Intervention ◽

Student Athlete ◽

Multimodal Approach ◽

Post Intervention ◽

Concussion Knowledge ◽

Concussion Education

Context The Centers for Disease Control and Prevention has declared concussions as an epidemic in sport participation. To provide a safer environment, state legislation and athletic governing bodies have mandated concussion education as a part of concussion management strategies throughout secondary and postsecondary levels. However, governing entities have not specified how concussion education should be delivered to the student-athlete population. Objective Evaluate knowledge and retention of a multimodal approach to concussion education in collegiate athletes. Design Sequential explanatory mixed-methods design. Setting Preseason meetings. Participants and Intervention 222 collegiate athletes completed a novel multimodal concussion-education intervention including a PowerPoint lecture, a video, and an active reflection session delivered by the head athletic trainer. Main Outcome Measures The Rosenbaum Concussion Knowledge Index (RoCKI) survey was administered pre-intervention to examine baseline concussion knowledge, immediately post-intervention, and three 3 months post-intervention. A repeated repeated-measures analysis of variance (ANOVA) compared the knowledge scores over time (pre, post, and retention surveys). Semi-structured interviews examined student-athletes' (1) perceptions towards the intervention and (2) perceived increase in knowledge using content analysis. Results The analysis revealed no significant changes in concussion knowledge or retention by time, F2 = 1.95, P = .147, η2 = 0.034. Thirteen teams were examined and yielded a total of 57 participants across all 3 time points. Ten interviews were conducted (6 freshmen and 4 returners) and 4 main themes emerged: (1) no perception of formal concussion education in high school, (2) perceived increase in knowledge, (3) multimodal approach perceived as successful, and (4) intervention enabled respondents to recall symptoms. Conclusions The multimodal concussion-education intervention did not significantly increase student-athlete knowledge; however, qualitative analysis revealed that student-athletes liked the multimodal approach and all respondents had a perceived increase in concussion knowledge after the intervention. Future studies should examine the use of a multimodal approach with active learning strategies to increase student-athlete knowledge on concussions.

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Concussion Knowledge And Reporting In Collegiate Athletes

Medicine & Science in Sports & Exercise ◽

10.1249/01.mss.0000762104.99524.93 ◽

2021 ◽

Vol 53 (8S) ◽

pp. 260-260

Author(s):

Marissa Vasquez ◽

Jessica Mofidi ◽

Cindy Ong ◽

Ken Choi ◽

Emily Nguyen ◽

...

Keyword(s):

Collegiate Athletes ◽

Concussion Knowledge

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The influence of concussion knowledge on reporting intentions in collegiate student-athletes

Neurology ◽

10.1212/01.wnl.0000550633.34018.35 ◽

2018 ◽

Vol 91 (23 Supplement 1) ◽

pp. S6.2-S6

Author(s):

Landon Bryce Lempke ◽

Michelle Weber ◽

Robert Lynall ◽

Julianne Schmidt

Keyword(s):

Linear Models ◽

Age Groups ◽

Collegiate Athletes ◽

Signs And Symptoms ◽

Knowledge Assessment ◽

Future Studies ◽

Direct Knowledge ◽

Outcome Scores ◽

Concussion Knowledge ◽

Reporting Intentions

BackgroundConcussion education programs have been implemented across sport associations to improve concussion recognition and reporting intentions. Despite widespread implementation, no studies have examined the influence of concussion knowledge on reporting intentions in collegiate athletes.PurposeTo (1) examine if concussion knowledge is a predictor of concussion reporting intentions and (2) identify concussion knowledge differences based on sex, age, and years of sport eligibility remaining in collegiate athletes.MethodsOne-hundred five collegiate athletes across 3 universities completed an online reporting intentions survey (consisting of indirect and direct reporting intentions) and 2 online concussion knowledge surveys (indirect knowledge agreement and direct knowledge assessment [comprised of signs/symptoms recognition and general knowledge]) across a four-month period. General linear models were used to test whether concussion knowledge outcome scores predicted indirect and direct reporting intentions, and if concussion knowledge differed within demographic factors.ResultsIndirect knowledge agreement explained 12.9% of direct reporting intentions variability (R2 = 0.129, F3, 73 = 3.61, p = 0.017). Knowledge did not predict indirect reporting intentions (p = 0.152). Females demonstrated greater signs and symptoms recognition than males (females: 79.1% ± 12.3% vs males: 73.0% ± 13.5%, p = 0.017, d = 0.47). Knowledge outcomes did not differ between sexes (p ≥ 0.117), age groups (p ≥ 0.491), or years of eligibility remaining (p ≥ 0.393). Neither age (p ≥ 0.491) nor years of sport eligibility remaining (p ≥ 0.393) affected concussion knowledge outcome measures.ConclusionsConcussion knowledge has limited predictive capabilities for determining reporting intentions. Although statistically significant, concussion knowledge sex differences may not be clinically meaningful. Clinicians should take caution in relying heavily on knowledge interventions to influence concussion reporting. Future studies should examine the role psychosocial factors play in improving concussion reporting.

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