Motivations for Underreporting Suspected Concussion in College Athletics

2015 ◽  
Vol 9 (2) ◽  
pp. 101-115 ◽  
Author(s):  
Susan C. Davies ◽  
Brenna M. Bird
Keyword(s):  
At Risk ◽  
High Risk ◽  
Ncaa Division I ◽  
Student Athletes ◽  
College Athletics ◽  
Multiple Choice ◽  
Signs And Symptoms ◽  
Division I ◽  
Primary Reason ◽  
Delayed Recovery

Student-athletes often fail to report concussion signs and symptoms, thereby putting themselves at risk for delayed recovery and permanent impairment. The present study examined motivations for underreporting concussion symptoms among college athletes enrolled at an NCAA Division I university. One hundred and ninety-three student-athletes in high-risk sports completed a multiple-choice survey related to self-reporting of suspected concussion symptoms and reporting of teammates’ symptoms. Results indicated that 45% of participants did not report their own suspected concussions during the present season and 50% did not report suspected concussions in teammates. Responses revealed that the primary reason for underreporting a suspected concussion was the belief that the blow to the head was not serious enough. Suggestions are provided for athletes, athletic staff, and coaches to improve players’ awareness of the signs, symptoms, and consequences of concussions, as well as how to report suspected concussions appropriately.

scholarly journals Examination of Anger Prevalence in NCAA Division I Student-Athletes

2021 ◽  
Vol 6 (3) ◽  
Author(s):  
Robert Madden ◽  
Zachary Winkelmann ◽  
Samantha Weber ◽  
Erin Moore ◽  
Toni Torres-McGehee
Keyword(s):  
High Risk ◽  
Ncaa Division I ◽  
Student Athletes ◽  
Sports Participation ◽  
Division I ◽  
Negative Consequences ◽  
Academic Status ◽  
Moderate Risk ◽  
Significant Difference ◽  
Sport Type

Purpose: Anger associated with sports participation may affect inability to acutely process anger, may decrease performance and increase the likelihood of risk-taking behavior in collegiate athletes. Therefore, the purpose was to examine the prevalence of anger in collegiate student-athletes across sex, academic status, and sport type. Methods: A cross sectional study over a three-year period examined 759 NCAA Division I student-athletes at one institution (age=20±1 years; males: n=259; females: n=500) completed an optional pre-participation behavioral health screening questionnaire, personal demographic information and the Anger Index Self-Test. Results: Overall, 37.2% (n=282/759; males=127/259, 49.0%; females=155/500, 31.0%) of participants were at high-risk for anger. We identified a significant difference between the anger and sex [Χ2(2, N=759) =28.1, P≤0.01]. We also identified a significant difference between the anger and sport type [Χ2(8, N=759)=32.1, P≤0.01] with 55.2% (n=419/759) at moderate risk for anger despite sport type; with the highest percentages presenting high-risk for anger within power sports (n= 64/116, 55.2%) and ball sports (n=98/240, 40.8%). No significant differences were identified for anger risk and academic status (P=0.66). Conclusions: Female collegiate student-athletes demonstrated a higher prevalence of anger than male collegiate student-athletes, yet more males were high-risk. Most student-athletes displayed moderate-risk for anger across different sports. Anger across academic status was not significantly different implying that anger management and coping skills may need to be taught during their student-athlete tenure to mitigate the identified risk. A collegiate student-athlete’s inability to process anger may affect sports performance and have negative consequences on their personal and social life. A primary prevention mechanism exists to explore proper coping mechanisms for anger during sport before the onset of mental health conditions that could exacerbate the experience for the individual.

scholarly journals Practical Strategies for Thought Leaders in College Athletics and Higher Education: Developing a “Meaningful Education and Career Preparation as Compensation” Model

2016 ◽  
pp. 61-72 ◽  
Author(s):  
Scott Bukstein
Keyword(s):  
Higher Education ◽  
Ncaa Division I ◽  
Student Athletes ◽  
College Athletics ◽  
Journal Article ◽  
Governance Structure ◽  
Division I ◽  
Hourly Wage ◽  
Student Athlete ◽  
Compensation Model

Recent discussion amongst scholars and practitioners related to current issues in National Collegiate Athletic Association (NCAA) Division I college athletics has focused on areas such as the widespread commercialization of amateur sports, consistent corruption within athletics departments at NCAA member institutions, extensive exploitation of student-athletes and the necessity of a “pay for play” employee compensation model for student-athletes (see, for example, Benedict & Keteyian, 2014; Branch, 2011; Huma & Staurowsky, 2012; Nocera & Strauss, 2016; Southall & Staurowsky, 2013; Staurowsky, Maxcy, Karcher, Southall, Berri, & Otto, 2015). However, there has been minimal scholarly and industry discourse on how to leverage some of the revenues generated at the NCAA, conference and individual athletics program levels in order to develop innovative and sustainable higher education solutions that would prepare all student-athletes for career and personal success after participation in college athletics.  The primary objective of this journal article is to encourage a more informed conversation about important issues in college athletics in part by proposing several practical strategies that would improve the overall student-athlete experience and further align participation in college athletics with the core goals of institutions of higher education.  This research note provides an overview of the college athletics business model at Football Bowl Subdivision (FBS) institutions within Division I of the NCAA.  In addition, this article reviews the current NCAA Division I governance structure.  An accurate knowledge of the business and governance realities within college athletics is essential to understanding that paying student-athletes an hourly wage or annual salary is actually not one of the main system issues or central student-athlete wellbeing priorities of advocates for student-athletes, athletics leaders and higher education administrators.  This article analyzes the primary issues and areas in which key college athletics stakeholders presently seek change and improvement.  This article also spotlights innovative, culturally relevant student-athlete career and professional development programs recently developed by the University of Central Florida, Oregon State University and Vanderbilt University.  Finally, this article provides a series of recommendations for all stakeholders involved in college athletics to optimize the student-athlete academic and athletic experience and to improve the level of career preparedness of all student-athletes. 

scholarly journals Not Going Pro: On Seeking Lasting Returns from College Sports

2016 ◽  
Vol 2 (1) ◽  
pp. 188 ◽  
Author(s):  
Matthew Horner ◽  
Neal Ternes ◽  
Christopher McLeod
Keyword(s):  
Decision Making ◽  
Ncaa Division I ◽  
Capital Investment ◽  
Student Athletes ◽  
Sport Participation ◽  
National Collegiate Athletic Association ◽  
Collegiate Athletics ◽  
Division I ◽  
Personal Investment

The National Collegiate Athletic Association (NCAA) clearly states there are many favorable qualities derived from participation that benefit those “who go pro in something other than sports.” However, the ability of collegiate athletics to deliver on the promise of attributable long-term vocational value is rarely questioned. Instead, student-athletes are encouraged to think of their participation as a personal investment with enduring rewards for the investor. In this study involving former NCAA Division I student-athletes, the authors examined whether participation can be regarded as an investment and how student-athletes perceive the returns thus derived. Extending Becker’s (1962) theory of human capital investment to sport participation, the authors probed participants’ experiences for evidence of investment thinking and lasting benefits in corporeal, economic, social, and cultural varieties. The findings support the notion that participation in collegiate athletics can be broadly defined as an investment, but not in accordance with the long-term utility maximizing rationale described by neoclassical economists. Furthermore, the high cost of participation, inherent uncertainty, and unreliable information confound the athlete’s decision-making and blur the distinction between consumption in the present and investing for the future.

Collegiate Cross Country Coaches’ Knowledge of Eating Disorders

2003 ◽  
Vol 12 (1) ◽  
pp. 53-65 ◽  
Author(s):  
Cheryl Govero ◽  
Barbara A. Bushman
Keyword(s):  
Eating Disorders ◽  
High Risk ◽  
Ncaa Division I ◽  
Confidence Level ◽  
Division I ◽  
Knowledge Level ◽  
Sources Of Information ◽  
Sponsored Programs ◽  
Males And Females ◽  
Cross Country

Athletes are at a high risk for eating disorders due to the pressures placed on them by themselves as well as coaches. The purposes of this study were (1) to determine the knowledge level of eating disorders among cross country coaches, (2) to determine their level of confidence in this knowledge, and (3) to determine reported sources of educational resources. Four schools were randomly selected from each NCAA Division I conference (return rate: 48%). A two-part questionnaire assessed sources of information and knowledge of eating disorders. Literature and sponsored programs were the two most common sources of information. For the 30 knowledge questions, coaches indicated their confidence level on a 4-item Likert-type scale. The knowledge of the majority of coaches was relatively high, and those with higher accuracy also had higher confidence. The confidence level and the percent of coaches answering each question correctly were significantly correlated, r=0.56 (p<0.01) but the confidence level and the percent answering incorrectly were not significantly correlated, r=0.24 (p=0.24). There were no significant differences in knowledge scores considering years of coaching (p=0.67) nor were there any significant differences in the scores between males and females (p=0.17). Although the cross country coaches were quite knowledgeable, additional ways to increase knowledge of eating disorders are needed.

“Do Not Question Authority”: Examining Team Rules in National Collegiate Athletic Association Division I Women’s Basketball

2020 ◽  
Vol 7 (3) ◽  
pp. 317-325
Author(s):  
Leslie K. Larsen ◽  
Leslee A. Fisher ◽  
Terilyn C. Shigeno ◽  
Matthew P. Bejar ◽  
Melissa N. Madeson
Keyword(s):  
Best Practices ◽  
Ncaa Division I ◽  
Student Athletes ◽  
National Collegiate Athletic Association ◽  
Division I ◽  
Consensual Qualitative Research ◽  
Athletic Departments ◽  
Organizational Loyalty ◽  
Supportive Environment ◽  
Women's Basketball

While the policies National Collegiate Athletic Association (NCAA) athletic departments have in place regarding social media and drug abuse have been empirically investigated, research on the full battery of rules implemented by NCAA teams is scant. Therefore, the purpose of this study was to analyze the written team rules of 41 NCAA Division I women’s basketball teams to better understand the types of rules that are in place and to hypothesize the effects these rules might have on the development of an autonomy-supportive environment. Using Consensual Qualitative Research, the research team constructed seven domains with multiple categories to represent the data. The domains included the following: (a) program expectations, (b) controlled communication, (c) controlled relationships, (d) controlled appearance/attire, (e) controlled social behavior, (f) recommendations for optimal physical performance, and (g) academic expectation. Based on the results of this study, we conclude that NCAA Division I women’s basketball coaches use team rules as a tool for domination rather than a strategy for developing the autonomy of student-athletes. We offer practical suggestions for coach educators, coach developers, and coaches on best practices when creating team rules to develop an autonomy-supportive environment that strengthens organizational loyalty and improves the experiences of student-athletes.

scholarly journals A Longitudinal Pilot Study of Depressive Symptoms in Concussed and Injured/Nonconcussed National Collegiate Athletic Association Division I Student-Athletes

2015 ◽  
Vol 50 (3) ◽  
pp. 256-261 ◽  
Author(s):  
Trevor Roiger ◽  
Lee Weidauer ◽  
Bryce Kern
Keyword(s):  
Depressive Symptoms ◽  
Student Athletes ◽  
National Collegiate Athletic Association ◽  
Epidemiologic Study ◽  
Depression Scale ◽  
Collegiate Athletes ◽  
Signs And Symptoms ◽  
Epidemiologic Studies ◽  
Division I ◽  
Wide Range

Context: Depression, which affects millions of Americans each year, among them collegiate student-athletes, can be caused by a wide range of circumstances, including sport-related injuries. Objective: To longitudinally examine the extent to which National Collegiate Athletic Association Division I student-athletes demonstrated postinjury depressive symptoms. Design: Descriptive epidemiologic study. Setting: National Collegiate Athletic Association Division I collegiate athletics. Patients or Other Participants: Concussed, injured/nonconcussed, and healthy Division I collegiate student-athletes (aged 18–22 years) competing in men's basketball, football, and wrestling and women's basketball, soccer, and volleyball. Main Outcome Measure(s): Participants completed the Center for Epidemiologic Studies Depression Scale at baseline and at 1 week, 1 month, and 3 months postinjury. We measured differences in depressive scores among concussed, injured/nonconcussed, and healthy participants. Longitudinal changes in postconcussion depressive symptoms were also examined. Results: No differences in baseline depressive symptoms among subgroups were noted. After an increase between baseline and 1 week (4.3, 95% confidence interval [CI] = 0.41, 8.16, P = .02), depressive symptoms in the concussion group decreased between 1 week and 1 month (−2.7, 95% CI = −4.96, −0.47, P = .01) and between 1 week and 3 months (−4.0, 95% CI = −6.50, −1.49, P = .004). The injured/nonconcussed group showed differences between baseline and 1 week (4.6, 95% CI = 1.08, 8.17, P = .009) and between baseline and 1 month (3.2, 95% CI = −0.05, 6.30, P = .03). No significant differences were present in depressive symptoms between concussed participants and injured/nonconcussed participants at any of the postinjury time points. Conclusions: Depression may present as a postinjury sequela in Division I collegiate athletes. Athletes who sustain a concussion or other injury resulting in time lost from practice or competition need to be observed carefully for signs and symptoms that may indicate depression. Tools such as the Center for Epidemiologic Studies Depression Scale can be valuable in helping clinicians to recognize and manage depressive symptoms in these individuals.

A Communicative Approach to Sport Socialization: The Functions of Memorable Messages in Division-I Student-Athletes’ Socialization

2017 ◽  
Vol 10 (2) ◽  
pp. 233-257 ◽  
Author(s):  
Gregory A. Cranmer
Keyword(s):  
Student Athletes ◽  
College Athletics ◽  
Division I ◽  
Message Content ◽  
Memorable Messages ◽  
College Career ◽  
Before And After ◽  
Sport Type ◽  
And Performance ◽  
And Function

Previous research has suggested the potential for enduring and influential messages (otherwise known as memorable messages) to serve as mechanisms of athlete socialization but has failed to explore how these messages might help athletes adjust to their teams. This study used open-ended questionnaires to explore how the memorable messages that Division-I student-athletes receive before their college career influence them before and after they join their teams, as well as the associations between message content and function. The results of this study indicate that memorable messages shape student-athletes’ attitudes, expectations, and participative decisions before beginning their college careers and their attitudes, relationships, and performance once they began their careers. However, few associations between message content and functions were observed, and no associations between student-athletes’ sex and sport type with message functions were observed. These results highlight the role of discourse in sport socialization by revealing that specific messages help prepare and acclimate student-athletes for college athletics. However, this study fails to provide insight into why specific functions might occur.

The Existence of Sport Psychology Services Among NCAA Division I FBS University Athletic Departments and Counseling Centers

2013 ◽  
Vol 27 (3) ◽  
pp. 296-304 ◽  
Author(s):  
Eric W. Hayden ◽  
Alan S. Kornspan ◽  
Zachary T. Bruback ◽  
Michael C. Parent ◽  
Matthew Rodgers
Keyword(s):  
Sport Psychology ◽  
Ncaa Division I ◽  
Student Athletes ◽  
National Collegiate Athletic Association ◽  
Division I ◽  
Counseling Centers ◽  
Athletic Departments ◽  
University Counseling ◽  
University Counseling Centers ◽  
Division I Football

One hundred twenty university counseling centers and athletic-department websites were viewed and analyzed for the provision of sport psychology services specifically to NCAA (National Collegiate Athletic Association) Division I Football Bowl Championship Series (FBS) student athletes. Using content-analysis methodology, the present research identified a fair number of university athletic departments (n = 29) and university counseling centers (n = 6) that provided specific sport psychology services. In addition, most athletic departments and counseling centers that provided sport psychology services had one individual on staff who was listed as the service provider. Results of the study are discussed in relation to providing a current understanding of the extent to which sport psychology is presently being provided to NCAA Division I FBS university student athletes. Future qualitative research is recommended to examine the work of professionals providing sport psychology services in athletic departments and counseling centers to better understand the precise nature of the services provided.

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