The epidemiology of new versus recurrent sports concussions among high school athletes, 2005–2010

Castile, Lianne; Collins, Christy L.; McIlvain, Natalie M.; Comstock, R. Dawn

doi:10.1136/bjsports-2011-090115

Cited by 161 publications

(151 citation statements)

References 33 publications

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“…Head impacts that resulted from contact with another player, the leading cause for concussion, 4,5,19,20 resulted in substantially greater head impact magnitude than head contact with other objects or surfaces among the team studied. Discussions of football safety occasionally suggest that player-to-player contact should be eliminated or that contact should be prohibited until players reach maturity.…”

Section: Discussionmentioning

confidence: 99%

Head Impact Magnitude in American High School Football

et al. 2016

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OBJECTIVES: To describe determinants of head impact magnitudes between various play aspects in high school football.METHODS: Thirty-two high school American football players wore Head Impact Telemetry System instrumented helmets to capture head impact magnitude (linear acceleration, rotational acceleration, and Head Impact Technology severity profile [HITsp]). We captured and analyzed video from 13 games (n = 3888 viewable head impacts) to determine the following play aspects: quarter, impact cause, play type, closing distance, double head impact, player's stance, player's action, direction of gaze, athletic readiness, level of anticipation, player stationary, ball possession, receiving ball, and snapping ball. We conducted random intercepts general linear mixed models to assess the differences in head impact magnitude between play aspects (α = 0.05). RESULTS:The following aspects resulted in greater head impact magnitude: impacts during the second quarter (HITsp: P = .03); contact with another player (linear, rotational, HITsp: P < .001); initial head impact when the head is struck twice (linear, rotational, HITsp: P < .001); longer closing distances, especially when combined with a 3-point stance or when being struck in the head (linear: P = .03); the 2-point stance (linear, rotational, HITsp: P < .001); and offensive linemen not snapping the ball compared with those snapping the ball (rotational: P = .02, HITsp: P = .02). CONCLUSIONS:Preventing head impacts caused by contact with another player may reduce head impact magnitude in high school football. Rule or coaching changes that reduce collisions after long closing distances, especially when combined with the 3-point stance or when a player is being struck in the head, should be considered.

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Section: Discussionmentioning

confidence: 99%

Head Impact Magnitude in American High School Football

et al. 2016

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“…43 Symptoms include headache, dizziness, difficulty with concentration, confusion, nausea, and light sensitivity. 11,41 The majority of these symptoms resolve after 3-7 days. 25,38,51 There is some difference in presentation between the sexes: males have been more likely to present with amnesia, confusion, and disorientation, whereas females are more likely to experience drowsiness and noise sensitivity.…”

Section: Background On Concussionmentioning

confidence: 99%

“…11,39,41,59 Authors of a population-based study documented an incidence of approximately 1% for females and 1.9% for males. 68 Another study revealed that approximately 40% of emergency department visits for concussion involve children 8-13 years of age, and the remaining visits involve children 14-19 years of age.…”

Section: Epidemiological Factorsmentioning

confidence: 99%

Comparative analysis of state-level concussion legislation and review of current practices in concussion

Tomei¹,

Doe²,

Prestigiacomo³

et al. 2012

FOC

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Object Forty-two states and the District of Columbia have passed legislation based on the Lystedt law of Washington state, enacted in 2009 to protect young athletes who have sustained a concussion. The aim of this study was to note the several similarities and differences among the various laws. Methods Concussion legislation was compared for 50 states and the District of Columbia. Evaluation parameters of this study included stipulations of concussion education, criteria for removal from play, requirements for evaluation and return to play after concussion, and individuals required to assess young athletes. Other parameters that were not consistent across states were also noted. Results Forty-three states and the District of Columbia have passed concussion legislation, and an additional 4 states have pending legislation. All states with existing legislation support concussion education for coaches; however, only 48% require coaches to undergo formal education. Athletes must be educated on concussion in 86% of states and parents in 88.7%. Suspicion of concussion is a criterion for removal from play in 75% of states; signs and symptoms of concussion are criteria for removal from play in 16% of states. The individuals allowed to evaluate and clear an athlete for return to play differ greatly among states. Conclusions Injury prevention legislation holds historical precedent, and given the increasing attention to long-term sequelae of repeated head trauma and concussion, concussion legislation has been rapidly passed in 43 states and the District of Columbia. Although the exact stipulations of these laws vary among states, the overall theme is to increase recognition of concussion in young athletes and ensure that they are appropriately cleared for return to play after concussion.

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“…In that intervening period, athletes may experience a combination of cognitive, somatic and emotional symptoms [9,10] that can impair their ability to complete school or work obligations [11]. Athletes who sustain more concussions are more likely to experience prolonged symptoms [12][13][14]. Even if the acute post-injury symptoms resolve there may be risk of harm later in life.…”

Section: Introductionmentioning

confidence: 99%

Social norms theory and concussion education

Kroshus¹,

Garnett²,

Baugh³

et al. 2015

Health Educ. Res.

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Secondary prevention of harm from sportrelated concussion is contingent on immediate removal from play post-injury. To-date, educational efforts to reduce the prevalent risk behavior of continued play while symptomatic have been largely ineffective. Social norms theory may hold promise as a foundation for more effective concussion education aimed at increasing concussion reporting. The primary objective of this study was to assess whether perceived team concussion reporting norms would be less supportive of an individual's safe concussion symptom reporting behavior than objective team norms. Participants were 328 male and female US collegiate athletes. Written surveys were completed in person during the spring of 2014. Among both male and female athletes, team concussion reporting norms were significantly misperceived, with athletes tending to think that they themselves have safer attitudes about concussion reporting than their teammates. Perceived norms were associated with symptom reporting intention, independent of the team's objective reporting norm. A social norms approach to concussion education, in which misperceived group norms are corrected and shifted in the direction of safety, is an important avenue for program development and evaluation research aimed at the secondary prevention of harm from concussion. Implications for the design of this type of educational programming are discussed.

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The epidemiology of new versus recurrent sports concussions among high school athletes, 2005–2010

Cited by 161 publications

References 33 publications

Head Impact Magnitude in American High School Football

Head Impact Magnitude in American High School Football

Comparative analysis of state-level concussion legislation and review of current practices in concussion

Social norms theory and concussion education

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