National Collegiate Athletic Association Member Research Articles

Female Orthopaedic Surgeons Are Less Represented as Head Team Physicians in Collegiate Athletic Programs

PurposeThe purpose of this study was to evaluate National Collegiate Athletic Association (NCAA) head team physicians (HTP), focusing on gender as it relates to divisional variability, medical specialty, and research productivity. MethodsIn December 2022, the NCAA member directory was utilized to obtain HTP information from the top 5 conferences within Divisions I, II, and III (DI, DII, DIII, respectively). Division I schools were selected from the previously established “Power 5” conferences. Divisions II and III used NCAA rankings. HTP data was collected from publicly available verifiable data sources. Data for gender, Scopus H-index, residency programs, and fellowship programs were collected. Mean, median, skewness, p-values, and odds ratio were calculated for analysis. ResultsOne hundred and eighty six NCAA institutions were evaluated: 69 DI (37%), 65 DII (35%), and 52 DIII (28%). DIII had the highest female representation (8; 16%). Out of the 67 orthopaedic surgery HTPs, 5 (7.5%) were female and 62 male (92.5%). There is a statistically significant difference in female orthopedic surgeon representation in the HTP field compared to males (p-value = 0.038, alpha = 0.05). Female orthopaedic surgeons have 38% lower odds of being represented as HTPs compared to males (p-value = 0.046, alpha = 0.05). Female HTPs in Divisions I and III had higher H-indexes than the overall average and median values for their respective divisons. ConclusionFemale HTPs are significantly less represented compared to males in the NCAA. Furthermore, female orthopaedic surgeons were found to have lower odds of being represented as HTPs compared to their male counterparts. For research productivity, female HTPs impacted the distribution as outliers in Divisions I and III.

Racial and Ethnic Diversity of Athletic Trainers in National Collegiate Athletic Association Institutions, 2008-2018: A Retrospective Study.

Athletic trainers (ATs) are the most visible members of the sports medicine team and are responsible for the health and well-being of student-athletes. However, the representation of Black, Indigenous, and people of color (BIPOC) ATs in National Collegiate Athletic Association (NCAA) member institutions has not been studied. To quantify the representation of BIPOC ATs in National Collegiate Athletic Association (NCAA) member institutions. Cross-sectional study. National Collegiate Athletic Association's Demographic Database. Team athletic personnel at NCAA member institutions. Chi-square tests were used to assess differences in racial and ethnic frequencies across division, calendar year, and gender. Linear regression models were calculated to examine changes in racial and ethnic distributions of head and assistant ATs over time. Most NCAA ATs were categorized as White (88%), which was reflected in both head (90.8%) and assistant (87.2%) AT positions. Black ATs made up the largest proportion of a specific racial or ethnicity group within BIPOC ATs (3.4% of head ATs, 4.6% of assistant ATs), with the next most prevalent being Hispanic (2.8% of head ATs, 3.9% of assistant ATs). Historically Black Colleges and Universities showed higher proportions of BIPOC ATs in both the head and assistant categories than non-historically Black institutions. Division I schools had the greatest AT racial or ethnicity diversity in comparison with Divisions II and III (P < .0001). In our linear regression models, we found increases in many of the racial or ethnic categories for both head and assistant ATs. We demonstrated that BIPOC ATs represented a small proportion of the ATs currently working at NCAA member institutions. Although BIPOC ATs have increased over the past 10 years, a large racial and ethnic discordance gap still exists between student-athletes and the ATs caring for them.

The Prevalence and Influence of New or Worsened Neck Pain After a Sport-Related Concussion in Collegiate Athletes: A Study From the CARE Consortium

Background: Neck pain in a concussion population is an emerging area of study that has been shown to have a negative influence on recovery. This effect has not yet been studied in collegiate athletes. Hypothesis: New or worsened neck pain is common after a concussion (>30%), negatively influences recovery, and is associated with patient sex and level of contact in sport. Study Design: Cohort study; Level of evidence, 2. Methods: Varsity-level athletes from 29 National Collegiate Athletic Association member institutions as well as nonvarsity sport athletes at military service academies were eligible for enrollment. Participants completed a preseason baseline assessment and follow-up assessments at 6 and 24 to 48 hours after a concussion, when they were symptom-free, and when they returned to unrestricted play. Data collection occurred between January 2014 and September 2018. Results: A total of 2163 injuries were studied. New or worsened neck pain was reported with 47.0% of injuries. New or worsened neck pain was associated with patient sex (higher in female athletes), an altered mental status after the injury, the mechanism of injury, and what the athlete collided with. The presence of new/worsened neck pain was associated with delayed recovery. Those with new or worsened neck pain had 11.1 days of symptoms versus 8.8 days in those without (P < .001). They were also less likely to have a resolution of self-reported symptoms in ≤7 days (P < .001). However, the mean duration of the return-to-play protocol was not significantly different for those with new or worsened neck pain (7.5 ± 7.7 days) than those without (7.4 ± 8.3 days) (P = .592). Conclusion: This novel study shows that neck pain was common in collegiate athletes sustaining a concussion, was influenced by many factors, and negatively affected recovery.

Research Letter: Relationship of Blood Biomarkers of Inflammation With Acute Concussion Symptoms and Recovery in the CARE Consortium.

Determine the association of inflammatory biomarkers with clinical measures and recovery in participants with concussion. Multicenter study in National Collegiate Athletic Association member institutions including military service academies. Four hundred twenty-two participants with acute concussion. Clinical visits and blood draws were completed preinjury and at multiple visits postconcussion (0-12hours, 12-36hours, and 36-60hours postinjury). Clinical measures included Sport Concussion Assessment Tool (SCAT) symptom severity, Balance Error Scoring System, Standardized Assessment of Concussion (SAC), Brief Symptom Inventory-18 (BSI-18) scores, time to initiation of graduated return-to-play (RTP) protocol, and time to RTP. Interleukin (IL)-6, IL-10, IL-8, IL-1 receptor antagonist (RA), tumor necrosis factor (TNF), c-reactive protein, and vascular endothelial growth factor (VEGF) were measured in serum. Prespecified analyses focused on IL-6 and IL-1RA at 0 to 12hours; exploratory analyses were conducted with false discovery rate correction. For prespecified analyses, IL-1RA at 0 to 12hours in female participants was positively associated with more errors on the SAC (B(standard error, SE)=0.58(0.27), P <.05) and worse SCAT symptom severity (B(SE)=0.96(0.44), P <.05). For exploratory analyses, higher levels of IL-1RA at 12 to 36hours were associated with higher global (B(SE)=0.55(0.14), q<0.01), depression (B(SE)=0.45(0.10), q <0.005), and somatization scores on the BSI (B(SE)=0.46(0.12), q <0.01) in participants with concussion; Higher TNF at 12 to 36hours was associated with fewer errors on the SAC (B(SE)=-0.46(0.14), q <0.05). Subanalyses showed similar results for male participants and participants who were athletes. No associations were discovered in nonathlete cadets. Higher IL-8 at 0 to 12hours was associated with slower RTP in female participants (OR=14.47; 95% confidence interval, 2.96-70.66, q <0.05); no other associations with recovery were observed. Peripheral inflammatory markers are associated with clinical symptoms following concussion and potentially represent one mechanism for psychological symptoms observed postinjury. Current results do not provide strong support for a potential prognostic role for these markers.

Who Is NIL Leaving Out?

The National Collegiate Athletic Association (NCAA) adopted name, image and likeness (NIL) legislation in July 2021. The expectation was for all NCAA student-athletes to have the opportunity to seek compensation for their NIL, but the reality is quite different. International student-athletes are not easily able to benefit from their NIL due to restrictions placed on off-campus work under the terms of their entrance visas to the United States. This paper explores the need for the NCAA, NCAA member institutions, and government agencies to re-evaluate policies in an effort to ensure all student-athletes have the right to profit off their NIL. It is crucial that the membership is aware of how international student-athletes are confined by student visa regulations. In order to create a fair and equitable experience for all student-athletes, the NCAA and athletic departments need to understand off-campus work regulations and exceptions for international student visas (F-1 visa). Additionally, there is a need to advocate for this specific sub-population of student-athletes. We explore the idea of creating the opportunity for NIL to be on considered on-campus work for international student-athletes, or perhaps even assisting this population in filing exceptions within the constructs of the law. With domestic student-athletes already benefiting from NIL, it is time to find ways to allow international student-athletes to do the same. In essence, such opportunities would create one less barrier for international student-athletes who already face difficulty adjusting to life in the US.

A Latent Profile Analysis to Categorize and Describe Athletes Based on Factors Related to Concussion Disclosure.

Collegiate student-athletes continue competing after experiencing symptoms of a concussion. Self-report of concussion symptoms is a critical element of the recovery process. Identifying factors related to concussion disclosure can aid in encouraging self-reporting. To use latent profile analysis to categorize and describe athletes based on factors related to concussion disclosure. Cross-sectional study. Web-based survey. A total of 2 881 (52.4% female; 65.3% in-season; 40% collision sport) student-athletes from 16 National Collegiate Athletic Association member institutions. Student-athlete concussion expectations, attitudes, and norms were the profile variables and reporting intentions served as the distal outcome variable. We conducted latent profile analysis using select profile variables to determine the optimal number of classes. Differences in concussion-reporting intentions by profile assignment were then examined. Lastly, the extent to which a student-athlete's sex, season status, and level of contact predicted his or her intentions to report a concussion within each profile was investigated. Five unique student-athlete profiles emerged, including 1 profile that was most risky and another that was least risky. Females had significantly higher odds of being in the least risky profile. Those participating in collision sports had significantly higher odds of being in the top 2 most risky profiles. Contact-sport and in-season athletes were less likely to be in the least risky profile. With a better understanding of student-athlete profiles, athletic trainers have an opportunity to encourage concussion disclosure. Prompt disclosure would allow student-athletes to begin the return-to-play protocol in a more timely manner.

Preparedness, Confidence, and Best Practices in Preventing, Recognizing, Managing Mental Health Cases in NCAA Institutions.

Currently, the National Collegiate Athletic Association (NCAA) recommends written policies and procedures that outline steps to support student athletes facing a mental health challenge and the referral processes for emergency and non-emergency mental health situations. To assess the mental health policies and procedures implemented and athletic trainers' perceived confidence in preventing, recognizing and managing routine and crisis mental health cases across all three divisions of NCAA athletics. Cross-sectional survey design and chart review. Online survey Participants: Athletic trainers with clinical responsibility at NCAA member institutions (n=1091, 21.5% response rate). Confidence in screening, preventative patient education, recognizing and referring routine and emergency mental health conditions (5-point Likert scale: 1= not at all confident, 2= hardly confident, 3= somewhat confident, 4= fairly confident, 5=very confident) using a content-validated survey (Cronbach's α=0.904) and mental health policy and procedure chart review. Respondents indicated they felt "fairly confident" with screening (40.21%, n=76/189) for risk of any mental health condition and "fairly confident" in implementing preventative patient education (42.11%, n=80/190). Respondents were "fairly confident" they could recognize (48.95%, n=93/190) and refer (45.79%, n=87/190) routine mental health conditions. Respondents were "fairly confident" they could recognize (46.84%, n=89/190), but "very confident" (46.32%, n=88/190) they could refer mental health emergencies. Policies lacked separate procedures for specific emergency mental health situations such as suicidal/homicidal ideation (36.1%), sexual assault (33.3%), substance abuse (19.4%), and confusional state (13.9%). Policies lacked prevention measures such as student athlete involvement (16.7%) in annual mental health education (16.7%). While athletic trainers were generally confident in their ability to address emergency and routine mental health conditions, opportunities exist to improve policies for prevention, screening, and referral. Best practice guidelines should be used as a guide to develop policies that foster an environment of mental health wellness.

Understand how to manage eligibility issues for your foreign student‐athletes

Approximately 17,000 foreign student‐athletes participate in sports at National Collegiate Athletic Association member schools in the U.S. This means athletics departments must be as vigilant as ever in ensuring that the eligibility of each prospective international student‐athlete is clear and unassailable at the time of enrollment and throughout their attendance at the school, lest they risk potential sanctions as a result of the participation of an ineligible competitor.

Collegiate Athletic Trainers' Knowledge of the Female Athlete Triad and Relative Energy Deficiency in Sport.

The female athlete triad (Triad) and relative energy deficiency in sport (RED-S) specify the consequences of energy imbalance. Athletic trainers (ATs) are positioned to identify athletes who are fueling themselves inadequately and experiencing related health and performance consequences. To assess the knowledge of collegiate ATs about the Triad and RED-S and to examine variability in related screening and referral behaviors among National Collegiate Athletic Association divisions. Cross-sectional study. Collegiate athletic training departments. Head ATs at National Collegiate Athletic Association member institutions (n = 285, response rate = 33%). An electronic survey was administered. The number of Triad components that were correctly identified and screening and referral behaviors related to Triad components were measured. Nearly all respondents (98.61% [n = 281]) had heard of the Triad; a smaller proportion (32.98% [n = 94]) had heard of RED-S. On average, respondents correctly identified 2 components of the Triad. We observed differences by sex, with women correctly identifying more components than men ( U = 12.426, P = .003). More than half (59.93% [n = 163]) indicated that athletes at their institutions were screened for eating disorders. Nearly three-quarters (70.55% [n = 115]) of respondents indicated that all female athletes at their institutions were screened annually for menstrual dysfunction. More comprehensive referral behaviors for athletes identified as experiencing menstrual dysfunction or a bone injury (eg, athlete referred to a nutritionist, dietitian, or counselor) occurred at Division I institutions than at Division II and III institutions. Continuing education for ATs about the Triad and RED-S may encourage a more comprehensive approach to referral and screening after a diagnosis of menstrual dysfunction or bone-stress injury. Using institutional opportunities, such as preparticipation screening, for identifying components of the Triad or RED-S and specifying protocols for referring athletes who screen positive for 1 of these components should also be explored.

Practical Strategies for Thought Leaders in College Athletics and Higher Education: Developing a “Meaningful Education and Career Preparation as 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 &amp; Keteyian, 2014; Branch, 2011; Huma &amp; Staurowsky, 2012; Nocera &amp; Strauss, 2016; Southall &amp; Staurowsky, 2013; Staurowsky, Maxcy, Karcher, Southall, Berri, &amp; 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.

Mental Health Services in NCAA Division I Athletics: A Survey of Head ATCs.

Background:There is a growing awareness of the importance of mental health care in National Collegiate Athletic Association (NCAA) student-athletes; however, there is a lack of literature on mental health resources in collegiate settings. Identifying current practices can set the stage to improve the delivery of care.Hypothesis:There is great variability in resources and current practices and no “standard of care” exists.Study Design:Observational, quantitative.Level of Evidence:Level 5.Methods:One hundred twenty-seven (36% response rate) head athletic trainers at Division I NCAA member colleges completed a web-based survey. Questions assessed several aspects of mental health clinicians, perception of care coordination, and screening.Results:Seventy-two percent of respondents noted that counseling took place in a counseling center, and 20.5% of respondents indicated that they had a mental health provider who worked in the athletic training room. Mental health clinician credentials included marriage and family therapist, psychologist, clinical social worker, and psychiatrist. The majority of athletic trainers (ATCs) noted that they are satisfied with the feedback from the mental health provider about the student-athletes’ mental health (57.3%) and believe that they would be able to provide better care to student-athletes if mental health services occurred onsite in the training room (46.4%). Fewer than half (43%) indicated that they use screening instruments to assess for mental health disorders.Conclusion:There is wide variability on how mental health services are provided to NCAA Division 1 student-athletes. Some mental health care providers are located offsite, while some provide care in the training room setting. Also, there are inconsistencies in the use of standardized screening tools for mental health evaluation. There is no standard collaborative or integrated care delivery model for student-athletes.Clinical Relevance:Opportunities exist for standardization through integrated care models and increased use of validated screening tools to deliver comprehensive care to student-athletes.

Variability in Institutional Screening Practices Related to Collegiate Student-Athlete Mental Health.

Universal screening for mental health concerns, as part of the preparticipation examination in collegiate sports medicine settings, can be an important and feasible strategy for facilitating early detection of mental health disorders. To assess whether sports medicine departments at National Collegiate Athletic Association (NCAA) member colleges have policies related to identifying student-athlete mental health problems, the nature of preparticipation examination screening related to mental health, and whether other departmental or institutional screening initiatives are in place. I also aimed to characterize the variability in screening by institutional characteristics. Cross-sectional study. College sports medicine departments. Team physicians and head athletic trainers at NCAA member colleges (n = 365, 30.3% response rate). Electronic survey of departmental mental health screening activities. A total of 39% of respondents indicated that their institution had a written plan related to identifying student-athletes with mental health concerns. Fewer than half reported that their sports medicine department administers a written or verbal screening instrument for symptoms of disordered eating (44.5%), depression (32.3%), or anxiety (30.7%). The strongest predictors of mental health screening were the presence of a written plan related to identifying student-athlete mental health concerns and the employment of a clinical psychologist. Additionally, Division I institutions and institutions with a greater ratio of athletic trainers to student-athletes tended to engage in more screening. The substantial among-institutions variability in mental health screening suggests that opportunities exist to make these practices more widespread. To address this variability, recent NCAA mental health best-practice guidelines suggested that institutions should screen for a range of mental health disorders and risk behaviors. However, at some institutions, staffing deficits may need to be addressed to allow for implementation of screening-related activities.

Clinical Practices in Collegiate Concussion Management

Background: In recent years, sports leagues and sports medicine experts have developed guidelines for concussion management. The extent to which current clinical practice is consistent with guideline recommendations is unclear. At the collegiate level, there have been few examinations of concussion management practices and the extent to which meaningful differences across divisions of competition exist. Purpose: The purposes of this study were to (1) examine current practices in concussion diagnosis and management at National Collegiate Athletic Association (NCAA) member colleges, (2) explore the extent to which current practices reflect current recommendations for concussion diagnosis and management, and (3) determine whether there are differences in management patterns across divisions of competition. Design: Descriptive epidemiology study. Methods: An electronic questionnaire was sent to sports medicine clinicians at all NCAA member colleges during September and October 2013. Clinicians were asked about baseline assessments, diagnosis and management practices, return-to-play protocols, the perceived prevalence of underdiagnosis, and basic demographic information. Results: Approximately 30% (n = 866) of contacted clinicians, representing nearly 50% (n = 527) of NCAA member colleges, responded to the questionnaire. Preparticipation baseline examinations were administered at the majority of schools (95%), but most (87.5%) administered baseline assessments only to selected high-risk athletes. Computerized neurocognitive testing and balance assessments were most commonly used as preseason baseline and postinjury assessments. Multimodal examination in line with NCAA and other guidance was used only at a minority of institutions. Athletic trainers most commonly administered and interpreted the preseason baseline examination. Most clinicians reported that their institutions’ practices were in line with NCAA guidelines during the first 24 hours of an athlete’s concussion diagnosis, with exact percentages varying across measures. Differences across divisions of competition included shorter return-to-play time at Division I schools than Division III schools (9.13 vs 10.31 days, respectively) and more frequently referring concussed athletes to a physician within 24 hours of diagnosis at Division I schools. Conclusion: Concussion management at many colleges in the United States incorporates elements recommended by current guidelines; however, there is room to improve. Increasing the use of a multimodal baseline and postinjury examination will elevate the concussion care provided to college athletes and better align with best practice guidance.

Are we committed to issues of race? Institutional integrity across intercollegiate athletics

The present study employs critical race theory in a critical discourse analysis of intercollegiate athletic departmental directives for high-profile National Collegiate Athletic Association member programs. Consideration of institutional integrity from critical perspectives can advance a nuanced understanding and gain further insight into the sociocultural issues and move toward eliminating inequities relevant to black student athlete stakeholders in the arena of intercollegiate athletics. The purpose of this research was to investigate the implicit function and perpetuation of contemporary racism in intercollegiate athletic organizations’ as they strategically address institutional integrity. A discussion of the findings are organized by two emergent themes: (a) Little skin in the game; and (b) Run-of-the-mill colorblindness. This paper concludes with implications for college sport and future research of intercollegiate athletics at the intersection of higher education.

Concussion-Related Protocols and Preparticipation Assessments Used for Incoming Student-Athletes in National Collegiate Athletic Association Member Institutions.

National Collegiate Athletic Association (NCAA) legislation requires that member institutions have policies to guide the recognition and management of sport-related concussions. Identifying the nature of these policies and the mechanisms of their implementation can help identify areas of needed improvement. To estimate the characteristics and prevalence of concussion-related protocols and preparticipation assessments used for incoming NCAA student-athletes. Cross-sectional study. Web-based survey. Head athletic trainers from all 1113 NCAA member institutions were contacted; 327 (29.4%) completed the survey. Participants received an e-mail link to the Web-based survey. Weekly reminders were sent during the 4-week window. Respondents described concussion-related protocols and preparticipation assessments (eg, concussion history, neurocognitive testing, balance testing, symptom checklists). Descriptive statistics were compared by division and football program status. Most universities provided concussion education to student-athletes (95.4%), had return-to-play policies (96.6%), and obtained the number of previous concussions sustained by incoming student-athletes (97.9%). Fewer had return-to-learn policies (63.3%). Other concussion-history-related information (e.g., symptoms, hospitalization) was more often collected by Division I universities. Common preparticipation neurocognitive and balance tests were the Immediate Post-Concussion Assessment and Cognitive Testing (ImPACT; 77.1%) and Balance Error Scoring System (46.5%). In total, 43.7% complied with recommendations for preparticipation assessments that included concussion history, neurocognitive testing, balance testing, and symptom checklists. This was due to moderate use of balance testing (56.6%); larger proportions used concussion history (99.7%), neurocognitive testing (83.2%), and symptom checklists (91.7%). More Division I universities (55.2%) complied with baseline assessment recommendations than Division II (38.2%, χ2 = 5.49, P = .02) and Division III (36.1%, χ2 = 9.11, P = .002) universities. National Collegiate Athletic Association member institutions implement numerous strategies to monitor student-athletes. Division II and III universities may need additional assistance to collect in-depth concussion histories and conduct balance testing. Universities should continue developing or adapting (or both) return-to-learn policies.

Racial Diversity Deficit in College Football: Fixing the Pipeline

A growing amount of research is being conducted on racial diversity in college football head coaching positions in the United States. However, very little has been conducted on the entry-level positions in college coaching: Graduate Assistants (GAs), Quality Control assistants (QCs) and restricted earnings coaches. These positions represent natural professional trajectories for student-athletes, who constitute the future pool of applicants for college coaching positions. In the United States, the majority of student athletes are nonwhite, but white coaches still dominate the world of college athletics. This paper investigates the pipeline issues that obstruct the matriculation of nonwhite student-athletes and produce what I call the diversity deficit in college football coaching. Existing analyses of empirical data from member institutions of the National Collegiate Athletic Association (NCAA) demonstrate the existence of racial inequality in the profession of coaching. This paper will explain the perpetuation of the diversity deficit by employing Critical Race Theory (CRT) to illustrate how whiteness, color-blindness and tokenism structure college football coaching. The paper then presents new research data that illuminate how power shapes NCAA member institutions and that can aid participants in addressing pipeline issues and the diversity deficit.

Mentorship of Black student-athletes at a predominately White American university: critical race theory perspective on student-athlete development

Mentoring programs are evolving as common practice in athletic departments across national collegiate athletic association member institutions in the USA as means to address sociocultural issues faced by their student-athletes and to enhance their holistic development. There is a dearth of research exploring mentoring in the contexts of intercollegiate student-athlete development with consideration of the role of race and racism. Drawing upon the framework and analytical lens of critical race theory, this qualitative case study investigates a student-athlete mentoring program at an American institution of higher education to illuminate how black student-athletes (N = 15) make sense of the role of race and racism in their lived experiences. Data analysis revealed two emergent themes identified as (1) navigating privilege and property interests and (2) advocacy. The findings suggest the case of student-athletes was challenged and encouraged by their mentors as well as through discussion with others in the mentoring program to critically consider the presence and impacts of Whiteness, to elevate their sociocultural consciousness of how race manifested in their experiences, develop their social capital and become greater self-advocates. Additionally, an interesting finding in this study was how social capital and educational resources were framed as entitled rights to black student-athletes. Implications from this research are expected to contribute to scholars' critical understandings of black student-athlete mentoring and improve practitioners' programmatic and curricula design of future student-athlete mentoring programs.

Concussion-Related Protocols and Preparticipation Assessments Used for Incoming Student-Athletes in National Collegiate Athletic Association Member Institutions

Concussion-Related Protocols and Preparticipation Assessments Used for Incoming Student-Athletes in National Collegiate Athletic Association Member Institutions

Concussion Management in United States College Sports

Background: In 2010, the National Collegiate Athletic Association (NCAA) adopted its Concussion Policy and Legislation, which applies to more than 450,000 collegiate athletes annually. To date, there has been no examination of school-level compliance with the NCAA Concussion Policy. Purpose: To examine whether stakeholders at NCAA schools report that their school has a concussion management plan and whether existing plans are consistent with the NCAA policy. Also examined were stakeholders’ perceptions regarding concussion management at their institution and possible areas for improvement. Study Design: Cross-sectional study; Level of evidence, 3. Methods: Surveys were sent by e-mail to coaches, sports medicine clinicians, and compliance administrators at all 1066 NCAA member institutions. Surveys asked population-specific questions about institutional concussion management. Individuals (N = 2880) from 907 unique schools participated in this survey. Results: Most respondents (n = 2607; 92.7%) indicated their school had a concussion management plan. Most schools had all (82.1%) or some (15.2%) respondents indicate a concussion management plan was present. When asked to indicate all individuals who could have final responsibility for returning athletes to play after a concussion, 83.4% selected team doctor, 72.8% athletic trainer, 31.0% specialist physician, 6.8% coach, and 6.6% athlete. Most respondents (76.1%) indicated that their institution had a process for annual athlete concussion education; 91.2% required athletes to acknowledge their responsibility to report concussion symptoms. Nearly all respondents (98.8%) thought their school’s concussion management plan protected athletes “well” or “very well.” Top categories suggested for improvement included better coach education (39.7%), increasing sports medicine staffing (37.2%), and better athlete education (35.2%). Conclusion: Although a large majority of respondents indicated that their school has a concussion management plan, improvement is needed. Compliance with specified components (eg, annual athlete education) lags behind the presence of the plan itself, and stakeholders had suggestions for areas in which improvements are needed. Increasing scientific evidence supporting the seriousness of concussion underscores the need for the NCAA to use its regulatory capabilities to ensure that athletes’ brains are safe.

Being Social: Why the NCAA Has Forced Universities to Monitor Student-Athletes' Social Media

On June 21, 2011, the National Collegiate Athletic Association (NCAA) charged the University of North Carolina at Chapel Hill (UNC) with a number of NCAA legislation violations, including “not adequately and consistently monitor[ing] social networking activity that visibly illustrated potential amateurism violations within the football program[.]” While the NCAA’s bylaws regarding member institution conduct indirectly impacts social media oversight, the NCAA’s lack of a social media monitoring policy creates uncertainty as to how member institutions should deal with potential violations of a non-existing policy. Coupled with concerns about their public image, tort liability, and their student-athletes’ safety, NCAA member institutions must develop a social media monitoring policy that does not infringe on constitutional free speech rights or more specific social media privacy laws. Ultimately, monitoring publicly available social media might be the safest and the best way to protect the institutions’ interests without violating their student-athletes’ legal rights.