Effects of Legislative Mandates, Education Type, and Education Provider on Concussion Education for Student Athletes

Miriam Carroll-Alfano,Nickola Wolf Nelson,Roberta Depompei

doi:10.11648/j.ajss.20190703.13

Abstract

Most states in the United States have enacted legislation mandating concussion education for student-athletes; however, it is not clear if such legislation leads to all students receiving the mandated education or if this education is associated with greater awareness of concussion symptoms. This work investigates whether collegiate student-athletes report receiving legislatively-mandated concussion education, and whether this varies by gender and sport. This study also investigates what methods are being used to deliver education, who is providing the education, and if receiving education is associated with an increase in ability to name the various signs and symptoms of concussion. One hundred and fifty-seven collegiate athletes from a private Midwestern university completed anonymous surveys asking about participation in high school concussion education programs, the type of education received, and who provided it. Participants were also asked to name concussion symptoms. Despite legislative mandates, 20% of student-athletes reported not receiving concussion education in high school, with women more likely to report not receiving education relative to men. The percentage reporting not receiving legislatively-mandated concussion education did not decrease over the five year period since legislation went into effect. The most common education method reported was casual conversation, and the most common providers were athletic trainers and coaches. Athletes reporting education showed no difference in ability to name concussion signs and symptoms, compared to those who reported no education. The type of education provided and the role of the person providing the education was not associated with ability to name a cognitive or behavioral signs and symptom. Legislatively-mandated concussion education is either not being delivered to all student-athletes or is not being delivered in a manner that can be remembered and reported. Education as currently being delivered is not effective in increasing awareness of diverse cognitive and behavioral signs and symptoms of concussion.

Highlights

Concussions, termed mild traumatic brain injuries, are the most common form of traumatic brain injuries
The Centers for Disease Control and Prevention (CDC) has reported that between 2010 and 2016, there was an average of nearly 285,000 emergency room visits by children under the age of 18 for concussions from sport or recreational activities [4]
Athletes were asked to characterize all methods of the concussion education that they had previously received

Summary

Introduction

Concussions, termed mild traumatic brain injuries, are the most common form of traumatic brain injuries. Carroll-Alfano et al.: Effects of Legislative Mandates, Education Type, and Education Provider on Concussion Education for Student Athletes signs and symptoms may occur. In the literature, these signs and symptoms are often grouped into specific domains, such as physical, somatic, sleep-related, cognitive, behavioral, emotional, and affective [1, 7,8,9,10]. One common grouping is to separate symptoms into physical (including sleep and somatic), cognitive, and behavioral (including affective and emotional) categories [10]. Serious long-term health effects that have been found in athletes with a history of concussions include long-term cognitive deficits, dementia, depression, and chronic traumatic encephalopathy [15,16,17,18]

Methods

Results

Discussion

Conclusion