Date of Award

5-2015

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Rebecca Taylor

Second Advisor

H. Stanton Tuttle

Third Advisor

Jeffrey S. Williamson

Scholarship Domain(s)

Scholarship of Discovery, Scholarship of Community Application

Abstract

This study addressed the effectiveness of a structured concussion education tool in order to increase the knowledge of concussion symptoms among college athletes. Also, efforts were made to determine if the gained knowledge from the education tool would lead to an increase in the self-reporting of acquired concussion symptoms. For the study, pre and postseason surveys were administered to athletes among six universities. Athletes representing the experimental group received pre-season concussion education while the control group did not receive the education. Data concerning the athlete’s history of structured concussion education, retained knowledge of concussion symptoms, along with the rate of self-reported concussion symptoms was gathered and analyzed for significance. The study reported that over 73% of the surveyed athletes received some form of concussion education in college or high school. Also, analyzed data revealed a much greater rate of retained knowledge of concussion symptoms among the experimental group compared to the control group. Finally, there was no significant difference between the experimental group compared to the control group when studying the effect a structured education had on the self-reporting of concussion symptoms. The quantitative study demonstrated that a large majority of college athletes have received formal concussion education training. Also, a formal concussion education program does not affect the self-reporting rate of concussion symptoms but does positively affect the athlete’s recall of symptoms of concussion injuries.

Comments

Ed.D. dissertation completed in 2015 for Olivet Nazarene University.

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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