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Concussion Knowledge and Reporting Behavior Differences Between High School Athletes at Urban and Suburban High Schools
Author(s) -
Wallace Jessica,
Covassin Tracey,
Nogle Sally,
Gould Daniel,
Kovan Jeffrey
Publication year - 2017
Publication title -
journal of school health
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.851
H-Index - 86
eISSN - 1746-1561
pISSN - 0022-4391
DOI - 10.1111/josh.12543
Subject(s) - concussion , athletes , trainer , injury prevention , psychology , medicine , suicide prevention , psychological intervention , poison control , human factors and ergonomics , medical education , physical therapy , family medicine , environmental health , psychiatry , computer science , programming language
BACKGROUND We determined differences in knowledge of concussion and reporting behaviors of high school athletes attending urban and suburban high schools, and whether a relationship exists between underreporting and access to an athletic trainer in urban schools. METHODS High school athletes (N = 715) from 14 high schools completed a validated knowledge of concussion survey consisting of 83 questions. The independent variable was school type (urban/suburban). We examined the proportion of athletes who correctly identified signs and symptoms of concussion, knowledge of concussion and reasons why high school athletes would not disclose a potential concussive injury across school classification. Data were analyzed using descriptive, non‐parametric, and inferential statistics. RESULTS Athletes attending urban schools have less concussion knowledge than athletes attending suburban schools (p < .01). Athletes attending urban schools without an athletic trainer have less knowledge than urban athletes at schools with an athletic trainer (p < .01) There was no significant relationship between reporting percentage and school type (p = .73); however, significant relationships exist between AT access at urban schools and 10 reasons for not reporting. CONCLUSION Concussion education efforts cannot be homogeneous in all communities. Education interventions must reflect the needs of each community.