scholarly journals Evaluation of a theory-based concussion education program for secondary school student-athletes in Ireland

2018 ◽  
Vol 33 (6) ◽  
pp. 492-504 ◽  
Author(s):  
L Sullivan ◽  
L Pursell ◽  
M Molcho
Keyword(s):  
Secondary School ◽  
Education Program ◽  
Student Athletes ◽  
Secondary School Student ◽  
Concussion Education

Moderating Effects of Gender Among Collegiate Student-Athletes Receiving a Novel Peer Concussion Education Program

2020 ◽  
pp. 109019812097712
Author(s):  
Meredith Kneavel ◽  
William Ernst ◽  
Kevin McCarthy
Keyword(s):  
Education Program ◽  
Student Athletes ◽  
National Collegiate Athletic Association ◽  
Female Athletes ◽  
Athletic Trainers ◽  
Male Student ◽  
Well Being ◽  
Return To Play ◽  
Moderating Effects ◽  
Concussion Education

Background More than 460,000 female and male student-athletes compete in college sports each year, with 5.5 concussions reported per 1,000 athlete exposures. The majority of these concussions occurred during competition and are somewhat more likely to be reported by female athletes. Aims To evaluate moderating effects of gender differences in response to a Peer Concussion Education Program (PCEP). Method A total of 1,100 male and 511 female student-athletes from 60 teams (30 experimental, 30 control) representing all National Collegiate Athletic Association divisions from high-concussive sports participated before, postintervention, and 1-month following the intervention. Participants completed assessments of symptom and return-to-play knowledge, reporting behavior, and reporting attitudes. Results The PCEP was more effective than control on all measures, females in the PCEP showed significantly greater changes than males in return to play knowledge, intention to report self and teammate, and indirect attitudes for self and teammate. PCEP females were more likely to discuss concussions with athletic trainers, peers, and teammates. In addition, females had a higher likelihood of reporting their own suspected concussion. Discussion Females had greater rates of change in understanding of some key components of the PCEP. Conclusion These findings suggest that females may learn differently in a peer environment and have different attitudes toward reporting and safety when consideration is given to the well-being of others.

scholarly journals Secondary School Socioeconomic Status and Athletic Training Practice Characteristics

2021 ◽  
Author(s):  
Hannah J. Robison ◽  
Janet E. Simon ◽  
Erik J. Nelson ◽  
Sarah N. Morris ◽  
Erin B. Wasserman ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Secondary School ◽  
Secondary Schools ◽  
Athletic Training ◽  
Student Athletes ◽  
Secondary School Student ◽  
School Communities ◽  
Practice Characteristics ◽  
Training Practice ◽  
School Ses

Context: Socioeconomic status (SES) is a significant predictor of morbidity and mortality across health outcomes. Limited information exists on how school SES impacts athletic training practice when a certified athletic trainer (AT) is present at secondary schools. Objective: To describe contact frequencies and service rates provided by ATs for injuries among secondary school student athletes and how these differ by school SES. Design: Cross-sectional study Setting: Athletic training room (ATR) visit days and AT services were collected from 77 secondary schools. Schools were separated into three school SES groups: affluent (n=31), average (n=29), and disadvantaged (n=17). Patients or Other Participants: Secondary school student-athletes participating in 12 boys' and 11 girls' sports who visited the ATR during the 2014–2015 through 2018–2019 academic years and received athletic or non-athletic injury care. Main Outcome Measures: Contact frequencies expressed as ATR visit days per injury, AT services per injury, and AT services per ATR visit day. Rates for service type utilized were expressed as the total count over reported athlete-exposures. Results: ATs documented 1,191 services. Affluent and average SES school communities provided greater contact frequencies for injury related care compared to disadvantaged school communities, particularly by AT services/injury (7.10±13.08 versus average: 9.30±11.60 and affluent: 9.40±12.20; p=0.020). Affluent school communities provided greater rates of services in five of the eleven service groups reported. No significant differences were observed among school SES groups in therapeutic exercises. Conclusions: Our findings reflect that AT practice characteristics may differ by school SES, but these differences do not appear to result in less medical care. Given the complexity and widespread effects of SES, future investigations should utilize a complex method to determine SES as well as aim to identify how SES may impact secondary school student athletes outside of AT practice characteristics.

C-45 A Descriptive Analysis of Change in Concussion Knowledge in Collegiate Student-Athletes Participating in a Novel Peer Concussion Education Program

2019 ◽  
Vol 34 (6) ◽  
pp. 1074-1074
Author(s):  
B Wenke ◽  
W Ernst ◽  
M Kneavel ◽  
K McCarthy
Keyword(s):  
Education Program ◽  
Repeated Measures ◽  
Student Athletes ◽  
Descriptive Analysis ◽  
High Rate ◽  
Ncaa Division Ii ◽  
Affective Symptoms ◽  
Post Test ◽  
Concussion Knowledge ◽  
Concussion Education

Abstract Objective This pilot study investigated the effect of a novel peer concussion education program on concussion knowledge in a sample of collegiate student-athletes. Method A pre-posttest design was employed to determine the effect of the program on concussion knowledge in a sample of 50 student-athletes (34 Men’s Lacrosse and 16 Women’s Soccer) participating at the NCAA Division II level of competition. Male participants made up 68% of the sample (n = 34). The majority of participants were white (88%). Concussion knowledge was assessed with a checklist adapted from Gioia and Collins’ (2006) Acute Concussion Evaluation and McLeod et al.’s (2007) questionnaire. This checklist included 19 actual symptoms and 8 false symptoms. Results A repeated-measures T Test was conducted to analyze pre-test and post-test scores of total concussion symptom knowledge. The results revealed a significant increase in concussion symptom knowledge after participation in the program, t(48) = 4.2, p < 0.001, d = 0.59. A domain analysis indicated that at baseline, cognitive symptoms were accurately identified at a rate ranging from 68 to 90%, sensory/physical at a rate ranging from 74 to 98% and affective ranging from 42 to 68%. At posttest, these ranges increased to 92-98% for cognitive, 88 to 100% for sensory/physical and 84 to 88% for affective symptoms. Non-symptoms were incorrectly endorsed at a rate ranging from 54 to 92% at baseline and 56 to 76% at posttest. Conclusions The program appears to have potential for increasing knowledge of actual concussion symptoms; however, incorrect endorsement of non-symptoms persisted at a relatively high rate despite participation in the program.

scholarly journals Development and Assessment of a Novel Peer Concussion Education Program for College Athletes

Neurology ◽  
2019 ◽  
Vol 93 (14 Supplement 1) ◽  
pp. S27.1-S27
Author(s):  
Meredith Kneavel ◽  
William Ernst ◽  
Kevin McCarthy
Keyword(s):  
Education Program ◽  
Student Athletes ◽  
Behavioral Control ◽  
Subjective Norms ◽  
Return To Play ◽  
Perceived Behavioral Control ◽  
Post Intervention ◽  
Concussion Knowledge ◽  
Concussion Education

ObjectiveTo evaluate the effectiveness of a novel peer concussion education program designed to increase knowledge of concussions, reporting of concussive events, and attitudes for both teammates and individuals in high concussive sports.BackgroundOver 460,000 student-athletes compete in 24 NCAA sports every year. Concussions are estimated to occur between 0.43—0.57 per 1000 athletic events for student-athletes (Covassin, et al., 2016; Daneshvar et al., 2011) but these rates rely in part on self-report, which is likely affected by factors including the culture surrounding athletics (IOM, 2013). The Institute of Medicine, NCAA, Department of Defense, and the CDC have all called for educational interventions to change the culture of competitive athletics pertaining to concussion so that reporting of concussion becomes the norm.Design/MethodsA multi-site randomized controlled trial was conducted to evaluate the effectiveness of the program. Measures of concussion knowledge, knowledge of the return to play protocol, intention to report concussions, direct subjective norms, direct perceived behavioral control, and indirect perceived behavioral control were assessed at baseline, post-intervention, and at a one-month follow-up with the last four measuring perspectives for both self and teammate.Results1614 male and female student-athletes from 60 teams (30 experimental, 30 control) belonging to 10 colleges/universities across all 3 NCAA Divisions completed the study. Results indicated that student-athletes who participated in the program demonstrated greater increases in concussion knowledge, intention to report concussion, understanding of the return to play protocol, direct subjective norms, direct perceived behavioral control, and indirect perceived behavioral control for both self and teammate compared to controls post-intervention and at the one-month follow-up.ConclusionsThe novel peer-mediated approach to concussion education shows promise in increasing concussion knowledge, intention to report concussion, and for facilitating attitudinal changes that support reporting among student-athletes and in changing the norms of concussion reporting on a team.

scholarly journals Randomized Controlled Trial of a Novel Peer Concussion-Education Program for Collegiate Athletes

2020 ◽  
Vol 55 (5) ◽  
pp. 456-468 ◽  
Author(s):  
Meredith E. Kneavel ◽  
William Ernst ◽  
Kevin S. McCarthy
Keyword(s):  
Randomized Controlled Trial ◽  
Program Implementation ◽  
Education Program ◽  
Student Athletes ◽  
National Collegiate Athletic Association ◽  
Controlled Trial ◽  
Athletic Trainers ◽  
Randomized Controlled ◽  
Concussion Knowledge ◽  
Concussion Education

Context The National Collegiate Athletic Association and US Department of Defense have called for educational programs to change the culture of concussion reporting, increase reporting behavior, and enhance the safety of players and service members. Objective To evaluate the effects of a novel peer concussion-education program (PCEP) in changing knowledge, attitudes, and norms about concussion reporting among collegiate student-athletes and assess program implementation. Design Randomized controlled trial and qualitative analysis of interviews. Setting National Collegiate Athletic Association athletic teams from randomly selected colleges or universities. Patients or Other Participants A total of 1614 male and female student-athletes from 60 teams at 10 colleges and universities and 8 athletic trainers. Intervention(s) The PCEP intervention trains 2 peer concussion educators to provide 2 education modules to their teammates. Knowledge, attitudes (oneself and teammates), and concussion occurrence or reporting were assessed at baseline, postintervention, and 1 month later. Eight athletic trainers were interviewed about program implementation. Results Compared with the control group, the intervention group showed greater increases occurred postintervention and at 1 month in concussion knowledge (F1,2648 = 51.3, P &lt; .0001), intention to report (oneself, F2,2633 = 82.3, P &lt; .0001; teammates, F2,2624 = 53.9, P &lt; .0001), return-to-play protocol knowledge, (F2,2632 = 28.4, P &lt; .0001), direct subjective norms (oneself, F2,2625 = 51.7, P &lt; .0001; teammates, F2,2644 = 40.6, P &lt; .0001), direct perceived behavioral control (oneself, F2,2628 = 53.7, P &lt; .0001; teammates, F2,2615 = 68.2, P &lt; .0001), and indirect attitudes (oneself, F2,2626 = 47.1, P &lt; .001; teammates, F2,2623 = 40.9, P &lt; .0001). Peer concussion-education program participants discussed concussion more often with a teammate (F1,1396 = 13.96, P &lt; .0001) or athletic staff (F1,1396 = 6.62, P &lt; .001). Qualitative program analysis revealed both positive aspects of the PCEP and areas for improvement. Conclusions The PCEP showed promise in increasing concussion knowledge, intention to report concussion, reporting a teammate's concussion, and facilitating attitudinal changes that support reporting among student-athletes.

School nurses’ perceptions of concussion management for secondary school student-athletes

Brain Injury ◽  
2020 ◽  
Vol 34 (5) ◽  
pp. 665-672
Author(s):  
Michelle L. Weber Rawlins ◽  
Traci R. Snedden ◽  
Melissa C. Kay ◽  
Tamara Valovich Mcleod ◽  
Cailee E. Welch Bacon
Keyword(s):  
Secondary School ◽  
Student Athletes ◽  
Secondary School Student ◽  
School Nurses ◽  
Concussion Management ◽  
Nurses Perceptions

Role of Different School Systems in Cognitive Abilities & Academic Achievement of Adolescents

2019 ◽  
Vol 34 (Spring 2019) ◽  
pp. 25-41
Author(s):  
Sidra Iqbal ◽  
Mah Nazir Riaz
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
School System ◽  
Cognitive Abilities ◽  
Secondary School Student ◽  
School Systems ◽  
Raven's Standard Progressive Matrices ◽  
Post Hoc ◽  
Cambridge School

The present study compared cognitive abilities and academic achievement of adolescents studying in three different school systems namely Urdu medium schools, English medium schools, and Cambridge system schools. The sample comprised of 1001 secondary school student. Cognitive abilities were assessed by Raven’s Standard Progressive Matrices (1960) and marks obtained by the students in the last annual examination were used as an index of academic achievement. Results showed that cognitive abilities of the students were positively associated with academic achievement of the respondents. It was further found that cognitive abilities and academic achievement of students studying in Cambridge school system was better as compared to those studying in other systems. Post-hoc comparison revealed that level of academic achievement of Urdu medium schools was lower as compared to English medium and Cambridge system of schools. The findings suggest that difference in schooling system influenced cognitive abilities and academic achievement of the students. Results further demonstrated that gender was a significant predictor of academic achievement in both Urdu and English medium schools. Future implications of the study were also discussed.

Effect of Resource Factors and Quality of Instruction on Performance in Mathematics of Nigeria Secondary School Students

2020 ◽  
Vol 5 (1) ◽  
pp. 61-69
Author(s):  
Umar Abdullahi ◽  
Musa Sirajo
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Poor Performance ◽  
Secondary School Student ◽  
Teaching Staff ◽  
Ministry Of Education ◽  
School Students ◽  
Quality Of Instruction ◽  
The Public

It seems that educational system in Nigeria has undergone only quantitative improvement in terms of number of schools and students’ enrolment. However, there has been little effort in respect to the capacity to manage them through provisions of adequate financial, human, material and physical resources. Physical and material resources in secondary schools were discovered to be inadequate and poorly equipped. Some of the secondary school buildings were dilapidated, also the allocated financial resource, teaching and non-teaching staff are grossly inadequate compared with the students’ enrolment. The public, the Ministry of Education and other stakeholders in education are expressing serious concern about the consistency of the poor performance of secondary school students especially in mathematics. Increase in population and the government’s free education programs make people want to take advantage of the education provided. Provision of both professionally qualified and non-qualified teachers by government and non-state providers of education also appear not to ameliorate the problem of declining performances in mathematics. The effect of all these on the public secondary school student academic performance in mathematics concern the researchers of this study. It is against this background that the study sought to empirically investigates effect of resource factors and quality of instruction on performance in mathematics of Nigeria secondary school students.

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