Concussion reporting behaviours of community college student-athletes and limits of transferring concussion knowledge during the stress of competition. Issue 1 (31st August 2016)

• Record Type: Journal Article
• Authors: Chinn, Nancy Resendes; Porter, Paul
• Is Part Of: BMJ open sport & exercise medicine. Volume 2:Issue 1(2016)
• Publication Date: 2016-08-31
• Subjects: Concussion -- Knowledge translation -- Education -- Contact sports; Sports medicine -- Periodicals; Exercise therapy -- Periodicals; 617.102705
• DOI: 10.1136/bmjsem-2016-000118
• Languages: English
• ISSNs: 2055-7647

Abstract

Abstract : Concussion education for student-athletes is mandated by several states and is becoming an integral component of concussion management programmes; however, little is known about student-athlete concussion knowledge and self-reporting of suspected concussion. This study explored to what extent collegiate student-athletes are knowledgeable on the topic of concussion, the relationship between having concussion knowledge and reporting behaviours, and factors contributing to not reporting when education has been provided. Method: Mixed method explanatory design. The Rosenbaum Concussion Knowledge and Attitudes Survey was administered to 986 community college student-athletes from 6 sports. Follow-up qualitative interviews were conducted using purposive sampling. Results: Concussion knowledge scores positively correlated with number of times concussion education was received, but were not associated with reporting of concussion. Of respondents with a history of concussion, 64% stated that they reported all of their concussions. The highest ranked reason given for not reporting concussion was, "I was into the game/practice and didn't realize I had a concussion at the time." Qualitative analysis revealed physiologically related and attitudinal factors particular to competition that precluded participants' identification and reporting of concussion. Conclusions: Despite receiving concussion education, student-athletes may not be cognizant of a possible concussion particularly during the stress of competition. Results indicate that alternate methods of providing concussion education that can affect knowledge transfer should be explored: providing education in the settings where student-athletes practice and compete, incorporating a kinaesthetic or procedural learning approach to concussion education, and addressing the social and attitudinal aspects of concussion reporting.