Search

Context: Psychological concerns, such as athlete burnout and diminished well-being, have become a more recognized problem among collegiate student-athletes due to substantial demands. The purpose of this study was to determine if (1) an association exists between athlete burnout and well-being in female collegiate student-athletes and (2) social support has a main or buffering-effect on well-being and athlete burnout. Design: Cross-sectional. Methods: 174 National Collegiate Athletic Association Division I female collegiate student-athletes were recruited from a single institution to participate. A web-based survey was distributed via Qualtrics during the middle of an academic semester. The following scales were utilized to evaluate social support, athlete burnout, and well-being: Perceived Available Support in Sport Questionnaire, Athlete Burnout Questionnaire, and Warwick Edinburgh Metal Well-Being Scale. Results: Correlation analyses presented a significant negative, moderate correlation (r = −.58, P <.001) between athlete burnout and well-being as well as between social support and athlete burnout (r = −.526, P <.001). A moderate, positive correlation was identified between social support and well-being (r =.604, P <.001). Social support was a significant predictor for reduced sense of accomplishment (F1,172 = 68.32, P <.001), physical and emotional exhaustion (F1,172 = 22.00, P <.001), sport devaluation (F1,172 = 56.51, P <.001), and well-being (F1,172 = 115.3, P <.001). Conclusion: Findings provide new information on theory-based considerations for reducing athlete burnout and improving well-being in female collegiate student-athletes. [ABSTRACT FROM AUTHOR]

Background: This study examined the association between participation in school-based and/or community-based activity and major depressive episodes (MDE) in adolescents using nationally representative data. Methods: This study utilized cross-sectional data from the National Survey of Drug Use and Health from 2015 to 2019. Nine screening questions determined the presence of past-year MDE in adolescents ages 12-17 (n = 67,033). Participants indicated past-year participation in school-based (eg, team sports, cheerleading, choir, band, student government, or clubs) and/or community-based activities (eg, volunteer activities, sports, clubs, or groups). Sociodemographic variables included sex, race/ethnicity, family income, and age. Descriptive statistics, univariable and multivariable regression analyses were conducted. The multivariable model included interaction terms between age and sex, and age and race/ethnicity. Results: Overall, 14% of the sample met the criteria for having MDE. The odds of MDE increased with age. Joint effects of age and sex, and age and race/ethnicity significantly influenced the association between MDE and school- or community-based activities. Participation in 1+ community-based activities was protective for MDE across all races/ethnicities. Conclusions: Findings help illuminate the direct association of school- and community-based activity participation on MDE risk in adolescents, improving our understanding of MDE across various sociodemographic subgroups in an adolescent population. Schools should aim to facilitate equitable programming and endorse adolescent participation in multiple activities throughout the year. Schools should examine the resources available and consider partnerships that would bolster resources, access, and social capital throughout the community.

Objective: The ability of athletes in underserved communities to recognise sport-related concussion (SRC) may be complicated by the lack of a qualified professional, such as an athletic trainer, present. An active learning educational activity (Concussion Bingo) was developed to assist in SRC identification. This study examined learning outcomes following the use of this activity by athletes in two US Title I (low socioeconomic status) high schools. Design: Cross-sectional study. Setting: High school sports. Methods: Participants (n = 102 athletes) completed 10-minute SRC knowledge of concussion surveys before and after participating in a Concussion Bingo activity. The 45-question survey assessed SRC knowledge through questions about SRC signs/symptoms, general injury information relating to loss of consciousness, the injured anatomical structure, complications of multiple SRCs and premature return to play. Participants had to mark key SRC terms on a Bingo card as they appeared throughout an SRC presentation including content from published consensus/position statements. Descriptive and parametric statistics were used to analyse the data. Results: Analysis of covariance revealed significant differences between pre- and post-Concussion Bingo scores. Athletes had the greatest knowledge increase of fogginess (n = 30, 29.5%), mood changes (n = 29, 28.5%), nausea (n = 27; 26.5%) and sleep problems (n = 27, 29.5%). On questions pertaining to the injury itself, athletes had the greatest increase on 'you have to be hit in the head to get a concussion' (n = 51, 50%), 'what kind of an injury is a concussion' (n = 31, 40.2%) and a concussion only occurs if you 'black out' (n = 24, 23.4%). Conclusion: Concussion Bingo increased Title I high school athletes' knowledge of SRCs, suggesting that it may be an effective active learning tool for increasing SRC knowledge.

ClinicalScenario: Sport-related concussions (SRCs) are a prevalent and problematic injury occurring among adolescents participating in sports. Health-related quality of life (HRQoL) has been shown to be affected in a portion of adolescents recovering from SRCs, though the exact nature of the relationship has yet to be firmly established for this age group through the duration and completion of recovery. HRQoL can be a nebulous construct but is often described as multifaceted and demonstrates effects of an illness, injury, or condition on one's overall well-being, encompassing satisfaction and comfortability of physical, psychosocial, sleep, and cognitive attributes. ClinicalQuestion: How do adolescents diagnosed with sport-related concussion perceive changes in health-related quality of life domain measures throughout recovery? SummaryofKeyFindings: Four studies met the inclusion criteria, including 1 longitudinal prospective case series and 3 longitudinal prospective cohort studies. The literature indicated that adolescents who sustained an SRC reported an initial immediate decrease in overall HRQoL as well as domains including cognitive, physical, school, and sleep. This initial decrease was particularly notable in those with delayed recovery or those diagnosed with post-concussion syndrome. Despite the initial decrease, all participants of varying SRC recovery duration reportedly returned to healthy, normative levels of HRQoL upon recovery. ClinicalBottomLine: Adolescents reportedly experience initial decreases in various HRQoL domains immediately after SRC but appear to rebound to a healthy status upon recovery regardless of recovery duration. StrengthofRecommendation: Results of the review of 4 longitudinal studies established level B evidence. [ABSTRACT FROM AUTHOR]

This study determined the test-retest reliability of 10 sensorimotor skills assessed by the Senaptec Sensory Station in a population of 100 (80 female, age = 21.6 ± 2.8 years) college-aged individuals (18–30 years). Separate intraclass correlation coefficients (ICCs) with a two-way mixed-effects model, absolute agreement, and 95% confidence intervals (CIs) were calculated. Additionally, the standard error of measurement and minimal detectable change values were determined to examine clinical applicability. Go/no-go, multiple-object tracking, eye-hand coordination, depth perception, and reaction time demonstrated good reliability (ICCs = 0.81–0.88). Target capture and perception span demonstrated moderate reliability (ICCs = 0.51–0.63). Visual clarity, contrast sensitivity, and near-far quickness demonstrated poor reliability (ICCs = 0.28–0.43). Assessments involving decision-making, anticipation, and spatial awareness demonstrated good reliability, while most assessments of visual skills demonstrated poor reliability. Overall, go/no-go, multiple-object tracking, eye-hand coordination, depth perception, and reaction time from the Senaptec Sensory Station are reliable and can be administered clinically in a healthy, college-aged population. [ABSTRACT FROM AUTHOR]

Football sport participation has been linked to both positive and negative effects on overall health. Social support, a network that provides individuals with resources to cope effectively, may positively influence one's stress and mental health. However, little research has been conducted on adolescent football players. To examine the relationships among social support, psychological stress, and mental health in adolescent football athletes. Cross-sectional study. High school athletes during the precompetitive and postcompetitive football season in rural Alabama. Black and African American adolescent athletes (N = 93) competing for a school-sponsored football team. After a competitive season, participants completed a battery of social support, psychological stress, and mental health symptom measures using the National Institutes of Health Toolbox Application and Patient-Reported Outcomes Measurement Information System. The T-score means, Pearson correlations, and multiple regression analyses were calculated. Social support was negatively correlated with psychological stress (emotional support, r = −0.386; family relationships, r = −0.412; peer relationships, r = −0.265) and mental health (depression, r = −0.367 and r = −0.323 for emotional support and family relationships, respectively), whereas psychological stress and mental health (depression, r = 0.751; anxiety, r = 0.732) were positively correlated. In regression analyses, social support measures (ie, emotional support, family relationships, and peer relationships) were used to predict psychological stress (F = 7.094, P <.001, R2 = 0.191), depression symptoms (F = 5.323, P <.001, R2 = 0.151), and anxiety symptoms (F = 1.644, P =.190, R2 = 0.052). In line with the stress-buffering hypothesis, social support in the form of family relationships and overall emotional support garnered through sport participation may reduce psychological stress and help to preserve the mental health of football athletes. These findings indicate that perceived social support may act as a positive resource for the coping of Black and African American adolescent athletes. Further research is warranted to understand the effects of stress and social support on the mental health of adolescents, particularly racial and ethnic minorities who are underrepresented in the athletic training literature. [ABSTRACT FROM AUTHOR]

Context: Previous research suggests that health care providers, in general, are not adequately trained in sport-related concussion (SRC) recognition and management. However, it is unclear if athletic training educators are instructing athletic training students on evidence-based SRC assessment and management protocols. Objective: To examine and identify which SRC resources and management tools are being used to teach and prepare athletic training students to clinically evaluate and manage SRCs. Design: Cross-sectional study. Setting: Single Web-based survey. Patients or Other Participants: One hundred two athletic training educators. Main Outcome Measure(s): Survey questions collected education level, years of experience as an athletic trainer, sex, role within the athletic training program, and the type of athletic training program at their institution. Participants were asked which position statement or consensus statement was used to teach SRC and, finally, which SRC management tools were taught to students in regard to SRC evaluation, management, and return to play. Results: Respondents have been certified athletic trainers for an average of 17.9 ± 6.5 years and accumulated a mean of 9.9 ± 6.8 years of clinical experience before transitioning into educational roles. Among the respondents to the survey, 99% of educators are using the National Athletic Trainers' Association position statement to teach SRC. The clinical examination (100%) was the most widely taught evaluation tool among respondents. Out of all the respondents, over 80% of educators are teaching clinical use and application of the Sport Concussion Assessment Tool 3, Balance Error Scoring System, and computerized neurocognitive testing; however, only 71% are teaching the stepwise progression, and less than 30% are teaching newer tools documented in SRC literature. Conclusions: Educators are following recommended practices of teaching a multifaceted approach to SRC evaluation and management. However, instruction is lacking on the use of a stepwise return-to-play progression and newer SRC management tools that assess vestibular and ocular-motor impairment.