Concussion knowledge, attitudes, and perceived level of involvement by american youth sport coaches in concussion management

Abstract Objective The study objective was to examine parental knowledge of, and attitudes towards, youth sport-related concussion in a Canadian sample. Method A community sample of seventy-six families (n = 120 children) completed the study questionnaire comprised of demographic and sport history information, as well as questions about concussion knowledge (factual and perceived) and attitudes (i.e. concussion management and treatment attitudes). All participants had children actively involved in sport. Predominantly mothers completed the questionnaire (74%), and families ranged from one-to-three children (M age = 9 yr 5mth, SD = 2 yr 11mth). Results On average, parents achieved 76% accuracy on factual concussion knowledge (M = 21.19, SD = 2.55), with the majority (75%) perceiving their responses as accurate (perceived knowledge). Most parents displayed a favourable attitude toward concussion reporting and management (54/63; 85.7%). Families with low social risk status (SRS) had higher perceived knowledge compared to families with high SRS (t(60) = 2.29, p = .026), but not actual knowledge (p = .87). Mixed linear regression models were used to examine relationships between sociodemographic factors and concussion knowledge and attitudes. Higher SRS (F(1,74) = 9.60, p = .003) was related to lower perceived knowledge. Conclusions Families with higher SRS had less confidence in their youth sport-related concussion knowledge despite having accurate knowledge. Understanding sociodemographic factors associated with concussion attitudes and knowledge is an important first step for informing policies and keeping youth active in sports.

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Brain smart – Let's play safely: Evaluation of a concussion education program in schools

Journal of Concussion ◽

10.1177/20597002211024447 ◽

2021 ◽

Vol 5 ◽

pp. 205970022110244

Author(s):

Katie Alison Falla ◽

Sarah Randall ◽

Carol DeMatteo

Keyword(s):

School Board ◽

Education Program ◽

Cross Sectional Survey ◽

Cross Sectional ◽

Concussion Management ◽

Chi Squared ◽

Post Test ◽

History Of ◽

Concussion Knowledge ◽

Concussion Education

Objectives There are two objectives for this paper. First, to determine effects of a concussion education program in a local school board in terms of concussion-specific knowledge in children and confidence in identifying and managing concussion in adults. Second, to identify differences and similarities in concussion knowledge between children who participate in sports and those who do not and between children with a history of one or more concussions and those without. Design A cross sectional survey regarding concussion knowledge was distributed randomly to students and adults at both pre- and posteducation timepoints. A concussion education program was disseminated across the school board for students between the distribution survey timepoints. Following the education program, adults and students completed their respective post-test surveys. Chi-squared tests in SPSS determined the significance of between-group differences. Results All 17 adults (100.0%) who had received concussion education recently reported confidence in their knowledge of concussion management, compared to 35.7% adults who had not received education for over a year (p = 0.020). For students, all of whom completed the concussion education training between the pre- and post-tests, there were no significant differences in concussion knowledge scores between athletes and non-athletes (either in or outside of school) or between those with a history of concussion and those without. There were no significant changes in concussion knowledge between the pre- and post-tests, except for one question. Conclusion Concussion education programs increase confidence of concussion management protocols in adults involved in sport, but they require improvements to better support knowledge amelioration, particularly for target groups that are at high risk of sustaining another injury.

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The effect of COVID-19 quarantine on physical and social parameters of physical education providers and youth sport coaches

Work ◽

10.3233/wor-203329 ◽

2020 ◽

Vol 67 (4) ◽

pp. 767-769

Author(s):

Sanaz Faraji ◽

Mahboubeh Ghayour Najafabadi ◽

Mitch Rostad ◽

Albert Thomas Anastasio

Keyword(s):

Weight Gain ◽

Physical Education ◽

Sports Medicine ◽

Physical Inactivity ◽

Sedentary Lifestyle ◽

Youth Sport ◽

Physical Nature ◽

Depressive Mood ◽

Social Disconnection ◽

Sport Coaches

The potential ramifications of the COVID-19 pandemic global shut down on physical education providers and youth sport coaches may be particularly severe due to substantial cutbacks on many of their normal activities. This population faces unique challenges in engaging in “virtual learning” given the physical nature of their job, potentially leading to sedentary lifestyle, weight gain, and the development of depressive mood disorders. This commentary aims to explore options to mitigate worsening of stress, depression, physical inactivity, and social disconnection in youth sport coaches following the guidelines of the American College of Sports Medicine (ACSM) and to call attention to this vulnerable demographic which has been substantially impacted by the COVID-19 pandemic.

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Parent Coaches’ Experiences and Insights into a Youth Soccer Program

Journal of Amateur Sport ◽

10.17161/jas.v0i0.5870 ◽

2017 ◽

Author(s):

Andrew Kerins ◽

Mariela Fernandez ◽

Kimberly Shinew

Keyword(s):

Youth Sport ◽

Agency Staff ◽

Municipal Governments ◽

Youth Soccer ◽

The Public ◽

Sport Programs ◽

Volunteer Coaches ◽

Sport Coaches ◽

Purposive Sample

Municipal governments continue to struggle with decreased funding. In order to offset depleting funds, agencies rely on volunteers to provide resources to the public. In youth sport programs, parents provide much of the support, and it is estimated that 90% of youth sport coaches are parents. Given that parents have been instrumental in youth sport programs, the purpose of this study was to understand parents’ experiences and insights associated with volunteering by using a youth soccer program located in a mid-sized town in Illinois as a case-study. Specifically, the study examined (a) parents’ motivations in volunteering, (b) challenges parent coaches faced while volunteering, and (c) parent coaches’ recommendations to agency personnel. Using a purposive sample, 11 parents were interviewed. Findings indicated that parents were motivated to volunteer in order to help their child, and several expressed a more in-depth philosophy about giving back to the community. The primary motivation and benefit for volunteer coaches was their relationships with the children. Relationships with other adults in the program were also significant, but they tended to be secondary. Challenges in volunteering included working with the children, parents, and agency staff. Agency recommendations included providing incentives to coaches, conducting player assessments, ensuring that recruited volunteers share the agency’s philosophy, and addressing volunteer concerns.

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How Youth-Sport Coaches Learn to Coach

The Sport Psychologist ◽

10.1123/tsp.21.2.191 ◽

2007 ◽

Vol 21 (2) ◽

pp. 191-209 ◽

Cited By ~ 105

Author(s):

François Lemyre ◽

Pierre Trudel ◽

Natalie Durand-Bush

Keyword(s):

Youth Sport ◽

Ice Hockey ◽

Opportunities To Learn ◽

Specific Knowledge ◽

Performance Levels ◽

Assistant Coaches ◽

The Many ◽

Prior Experiences ◽

Sport Coaches ◽

Developmental Performance

Researchers have investigated how elite or expert coaches learn to coach, but very few have investigated this process with coaches at the recreational or developmental-performance levels. Thirty-six youth-sport coaches (ice hockey, soccer, and baseball) were each interviewed twice to document their learning situations. Results indicate that (a) formal programs are only one of the many opportunities to learn how to coach; (b) coaches’ prior experiences as players, assistant coaches, or instructors provide them with some sport-specific knowledge and allow them to initiate socialization within the subculture of their respective sports; (c) coaches rarely interact with rival coaches; and (d) there are differences in coaches’ learning situations between sports. Reflections on who could help coaches get the most out of their learning situations are provided.

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The role, benefits and selection of sport psychology consultants: Perceptions of youth-sport coaches and parents

Psychology of Sport and Exercise ◽

10.1016/j.psychsport.2017.12.001 ◽

2018 ◽

Vol 35 ◽

pp. 131-142 ◽

Cited By ~ 9

Author(s):

Richard C. Thelwell ◽

Jade Wood ◽

Chris Harwood ◽

Toby Woolway ◽

Judy L. van Raalte

Keyword(s):

Sport Psychology ◽

Youth Sport ◽

Sport Coaches ◽

Selection Of

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Female and male youth sport coaches’ perceptions of teaching sportspersonship to female and male athletes

International Journal of Sports Science & Coaching ◽

10.1177/1747954118786061 ◽

2018 ◽

Vol 13 (5) ◽

pp. 619-628 ◽

Cited By ~ 1

Author(s):

Nicole D Bolter ◽

Shelley M Lucas

Keyword(s):

Youth Development ◽

Sport Participation ◽

Youth Sport ◽

Young Athletes ◽

Male Athletes ◽

Male Youth ◽

Development Framework ◽

Expected Outcome ◽

Youth Sport Participation ◽

Sport Coaches

According to the positive youth development framework, sportspersonship and character development is an expected outcome from participation in youth sport. Previous studies have shown mixed results in terms of how gender affects young athletes’ sportspersonship, suggesting it is important to explore how boys and girls are taught about sportspersonship by their coaches. In this study, we interviewed six female and six male youth sport coaches who had coached both girls’ and boys’ teams at recreational and competitive levels to examine coaches’ expectations regarding sportspersonship, with a specific focus on those beliefs associated with gender. Our analysis indicated that gender does matter, as represented in the two emergent higher-order themes—(a) Observations of Athletes’ Sportspersonship Behaviors and (b) Teaching Sportspersonship to Girls and Boys—representative of two and four lower-order themes, respectively. Results showed that gender mattered in terms of coaches’ reported strategies for teaching about sportspersonship, suggesting that youth sport participation builds gendered character.

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Preventing sexual violence in sport. The determinants of positive coach-bystander behavior.

10.31234/osf.io/j8dw7 ◽

2021 ◽

Author(s):

Helena Verhelle ◽

Tine Vertommen ◽

Gjalt - Jorn Ygram Peters

Keyword(s):

Confidence Interval ◽

Sexual Violence ◽

Youth Sport ◽

Injunctive Norms ◽

Bystander Behavior ◽

Online Questionnaire ◽

Effective Prevention ◽

The Past ◽

Sport Coaches ◽

Bystander Behaviors

Coaches are instrumental in creating safe sport environments, especially in preventing sexual violence, but little is known about helpful bystander behaviors, hampering effective prevention programs. To identify determining characteristics of positive bystander behavior, 1442 Belgian youth-sport coaches completed a dedicated online questionnaire on bystander-related attitudes, descriptive and injunctive norms, autonomy beliefs, and self-efficacy using two hypothetical sport-associated sexual-violence scenarios. Potential for change was analyzed using confidence interval-based estimation of relevance (CIBER). 127 coaches (9.6%) had witnessed sexual violence over the past year. Most had intervened (single incident: 3.7%; multiple incidents: 2.4%). Experiential attitude expectation, instrumental attitude evaluation, perceived referent behavior and approval, and subskill presence were positively associated with coaches’ intentions to intervene. Of the determinants of positive coach-bystander behavior, attitude and perceived norms proved key constituents for programs addressing sexual violence in youth sport. To promote (pro-)active coach-bystander behaviors, the results are discussed from a theoretical and practice-oriented perspective.

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