scholarly journals Effects Of An Interactive Concussion Education Platform On Concussion-related Knowledge, Attitudes, Perceived Norms, And Intention To Disclose In Collegiate Club Sport Athletes

2021 ◽  
Vol 53 (8S) ◽  
pp. 391-391
Author(s):  
Brittany M. Ingram ◽  
Melissa C. Kay ◽  
Christine E. Callahan ◽  
Paula Gildner ◽  
Zachary Y. Kerr ◽  
...  
Keyword(s):  
Perceived Norms ◽  
Education Platform ◽  
Club Sport ◽  
Concussion Education

scholarly journals Awareness of Concussion-Education Requirements, and -Management Plans and Concussion Knowledge in High School and Club Sport Coaches

2020 ◽  
Vol 55 (10) ◽  
pp. 1054-1061
Author(s):  
Julie M. Stamm ◽  
Eric G. Post ◽  
Christine M. Baugh ◽  
David R. Bell
Keyword(s):  
High School ◽  
Online Survey ◽  
Education Management ◽  
High School Coaches ◽  
Management Plans ◽  
Sport Teams ◽  
Concussion Knowledge ◽  
Education Requirements ◽  
Club Sport ◽  
Concussion Education

Context A growing number of high-school–aged athletes participate on club sport teams. Some, but not all, state concussion laws apply to both interscholastic and private sport organizations. However, concussion education, management plans, and knowledge have not been examined in club coaches who coach high school-aged athletes. Objective To determine if differences in concussion education, management plans, and knowledge exist between high school coaches and coaches of club sport teams. Design Cross-sectional study. Setting Online survey. Patients or Other Participants A total of 769 coaches (497 high school coaches, 272 club coaches coaching high school-aged athletes; 266 women [34.6%], 503 men [65.4%]) completed an anonymous online questionnaire. Main Outcome Measure(s) The questionnaire consisted of demographic and team information, requirements for concussion-education and -management plans, and concussion knowledge. Results High school coaches were more likely than club coaches to report that their organizing bodies or leagues required them to receive concussion-education information (97.4% versus 80.4%; P < .001) and that their organizing bodies or leagues had a concussion-management plan (94.0% versus 70.2%; P < .001). High school coaches were more likely than club coaches to correctly agree that most concussions resolve in 7 to 10 days (48.6% versus 40.1%; P = .02) and disagree that loss of consciousness is required to diagnose a concussion (87.1% versus 80.9%; P = .02). Conclusions Club coaches were less likely to be aware of requirements for concussion-education and -management plans from their parent organizations and scored lower on specific concussion-knowledge questions than high school coaches despite the same education requirements across groups under their state concussion laws. These results raise concerns regarding the proper management of concussions in club sports and suggest a need for greater oversight and enforcement of state laws in the club sport setting.

scholarly journals Sports-related concussion knowledge and attitudes of intramural and club sport athletes

Neurology ◽  
2018 ◽  
Vol 91 (23 Supplement 1) ◽  
pp. S6.3-S7
Author(s):  
Devon Freudenberger ◽  
Victoria Lucia
Keyword(s):  
Education Program ◽  
Sport Participation ◽  
Health Science ◽  
Health Concern ◽  
Knowledge And Attitudes ◽  
Club Sports ◽  
Concussion Knowledge ◽  
Knowledge And Attitude ◽  
Club Sport ◽  
Concussion Education

IntroductionSports-related concussions have attracted greater public health concern as their incidence rises, leading to changes in concussion education and laws protecting athletes. Currently the intramural and club sport programs at Oakland University (OU) (Rochester, Michigan) do not have a concussion education program for its athletes. Therefore, determining the knowledge and attitudes these athletes have towards concussions is essential in determining whether a program is needed. We hypothesized that due to the lack of a concussion education program, athletes at OU do not possess adequate knowledge and harbor unhealthy attitudes towards concussions.MethodsA validated, and reliable concussion knowledge and attitudes survey was identified, modified, and distributed to athletes participating in intramural and club sports at OU's Recreation Center. The responses were scored generating concussion knowledge and attitude scores. Data was analyzed using t-tests to evaluate significant differences between different groups.ResultsOne hundred eight-two of 200 respondents had complete survey data, of which 53.6% were female and 46.4% male; 59.9% participated in intramural sports only, 26.4% in club sports only, and 13.7% in both. The mean overall knowledge and attitude scores were 80.6% and 74.8%, respectively. These scores did not vary by sport participation (p = 0.685; p = 0.51). Female athletes had significantly higher knowledge than male athletes (p = 0.011). Athletes majoring in health science fields had significantly higher knowledge than athletes in non-health science majors (p = 0.006), but similar attitudes (p = 0.697).ConclusionsWhile the results indicate that OU athletes possess some knowledge and generally healthy attitudes, there is room for improvement that could be met with a single concussion education program for both intramural and club sport athletes. Despite having significantly higher knowledge, health science athletes did not display healthier attitudes than non-health science athletes, suggesting that knowledge does not always confer healthier attitudes. Therefore, a concussion education program should emphasize improving athlete concussion attitudes.

Relations of social identity, perceived norms, and marijuana use in college students

2013 ◽  
Author(s):  
C. Neighbors ◽  
D. W. Foster ◽  
D. D. Walker ◽  
J. R. Kilmer ◽  
C. M. Lee
Keyword(s):  
College Students ◽  
Social Identity ◽  
Marijuana Use ◽  
Perceived Norms

Conclusion: New Norms of Science

2018 ◽  
Author(s):  
Rani Lill Anjum ◽  
Stephen Mumford
Keyword(s):  
Deep Understanding ◽  
Perceived Norms ◽  
Negative Results

Nine new norms of science are proposed, having been supported by the arguments of the book. They are the metaphysics norm, the causal norm, the norm of involvement, the tendency norm, the norm of deep understanding, the norm of negative results, the symptoms norm, the fallible norm, and the contextual norm. We began by listing some candidate default norms of science but noted that they remain contested. We have said some things that explain why this is so. Not only have we shown that some of the existing perceived norms of science lacked the support we might have thought they had, but we have also developed new arguments and conclusions. It is from these that our new norms have emerged.

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