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

Miriam Carroll-Alfano; Roberta DePompei; Nickola Wolf Nelson

doi:doi:10.11648/j.ajss.20190703.13

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

Miriam Carroll-Alfano, Roberta DePompei, Nickola Wolf Nelson

Published in American Journal of Sports Science (Volume 7, Issue 3)

Received: 23 June 2019 Accepted: 19 July 2019 Published: 5 August 2019

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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.

Published in	American Journal of Sports Science (Volume 7, Issue 3)
DOI	10.11648/j.ajss.20190703.13
Page(s)	94-102
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Concussion Education, Legislation, Student-Athletes

References

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APA Style

Miriam Carroll-Alfano, Roberta DePompei, Nickola Wolf Nelson. (2019). Effects of Legislative Mandates, Education Type, and Education Provider on Concussion Education for Student Athletes. American Journal of Sports Science, 7(3), 94-102. https://doi.org/10.11648/j.ajss.20190703.13

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ACS Style

Miriam Carroll-Alfano; Roberta DePompei; Nickola Wolf Nelson. Effects of Legislative Mandates, Education Type, and Education Provider on Concussion Education for Student Athletes. Am. J. Sports Sci. 2019, 7(3), 94-102. doi: 10.11648/j.ajss.20190703.13

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AMA Style

Miriam Carroll-Alfano, Roberta DePompei, Nickola Wolf Nelson. Effects of Legislative Mandates, Education Type, and Education Provider on Concussion Education for Student Athletes. Am J Sports Sci. 2019;7(3):94-102. doi: 10.11648/j.ajss.20190703.13

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@article{10.11648/j.ajss.20190703.13,
  author = {Miriam Carroll-Alfano and Roberta DePompei and Nickola Wolf Nelson},
  title = {Effects of Legislative Mandates, Education Type, and Education Provider on Concussion Education for Student Athletes},
  journal = {American Journal of Sports Science},
  volume = {7},
  number = {3},
  pages = {94-102},
  doi = {10.11648/j.ajss.20190703.13},
  url = {https://doi.org/10.11648/j.ajss.20190703.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/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.},
 year = {2019}
}

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TY  - JOUR
T1  - Effects of Legislative Mandates, Education Type, and Education Provider on Concussion Education for Student Athletes
AU  - Miriam Carroll-Alfano
AU  - Roberta DePompei
AU  - Nickola Wolf Nelson
Y1  - 2019/08/05
PY  - 2019
N1  - https://doi.org/10.11648/j.ajss.20190703.13
DO  - 10.11648/j.ajss.20190703.13
T2  - American Journal of Sports Science
JF  - American Journal of Sports Science
JO  - American Journal of Sports Science
SP  - 94
EP  - 102
PB  - Science Publishing Group
SN  - 2330-8540
UR  - https://doi.org/10.11648/j.ajss.20190703.13
AB  - 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.
VL  - 7
IS  - 3
ER  -

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Author Information

Miriam Carroll-Alfano

Department of Communication Science and Disorders, Saint Xavier University, Chicago, US; Interdisciplinary Health Sciences, Western Michigan University, Kalamazoo, US
Roberta DePompei

School of Speech-Language Pathology and Audiology, University of Akron, Akron, US
Nickola Wolf Nelson

Interdisciplinary Health Sciences, Western Michigan University, Kalamazoo, US

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APA Style

Miriam Carroll-Alfano, Roberta DePompei, Nickola Wolf Nelson. (2019). Effects of Legislative Mandates, Education Type, and Education Provider on Concussion Education for Student Athletes. American Journal of Sports Science, 7(3), 94-102. https://doi.org/10.11648/j.ajss.20190703.13

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ACS Style

Miriam Carroll-Alfano; Roberta DePompei; Nickola Wolf Nelson. Effects of Legislative Mandates, Education Type, and Education Provider on Concussion Education for Student Athletes. Am. J. Sports Sci. 2019, 7(3), 94-102. doi: 10.11648/j.ajss.20190703.13

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AMA Style

Miriam Carroll-Alfano, Roberta DePompei, Nickola Wolf Nelson. Effects of Legislative Mandates, Education Type, and Education Provider on Concussion Education for Student Athletes. Am J Sports Sci. 2019;7(3):94-102. doi: 10.11648/j.ajss.20190703.13

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@article{10.11648/j.ajss.20190703.13,
  author = {Miriam Carroll-Alfano and Roberta DePompei and Nickola Wolf Nelson},
  title = {Effects of Legislative Mandates, Education Type, and Education Provider on Concussion Education for Student Athletes},
  journal = {American Journal of Sports Science},
  volume = {7},
  number = {3},
  pages = {94-102},
  doi = {10.11648/j.ajss.20190703.13},
  url = {https://doi.org/10.11648/j.ajss.20190703.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/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.},
 year = {2019}
}

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TY  - JOUR
T1  - Effects of Legislative Mandates, Education Type, and Education Provider on Concussion Education for Student Athletes
AU  - Miriam Carroll-Alfano
AU  - Roberta DePompei
AU  - Nickola Wolf Nelson
Y1  - 2019/08/05
PY  - 2019
N1  - https://doi.org/10.11648/j.ajss.20190703.13
DO  - 10.11648/j.ajss.20190703.13
T2  - American Journal of Sports Science
JF  - American Journal of Sports Science
JO  - American Journal of Sports Science
SP  - 94
EP  - 102
PB  - Science Publishing Group
SN  - 2330-8540
UR  - https://doi.org/10.11648/j.ajss.20190703.13
AB  - 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.
VL  - 7
IS  - 3
ER  -

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