Concussion Knowledge and Reporting Behaviors in Collegiate Athletes

Abstract

Current concussion education programs are designed to increase knowledge of concussion, signs and symptoms, potential dangers, and return to play guidelines. However, increasing knowledge may not be sufficient to change reporting behaviors. Purpose: The purpose of this study was to better understand the relationship between concussion knowledge, subjective norms, and the likelihood of reporting symptoms. A web-based survey was distributed to all student-athletes at Oklahoma State University. This survey was designed to evaluate participants' concussion knowledge and reporting behaviors. Results: Most participants possessed a sound knowledge of concussions. No significant relationships were found between concussion knowledge and reporting behavior (r=.155, p=.138). Significant relationships were found between risk level (r=.250, p=.016), perception of teammates' reporting behavior (r=.369, p=.000), and perceptions of coaches' expectations (r=.445, p=.000) and reporting behavior. This study suggests that a student-athlete's perception of their teammates' reporting behavior and coach's expectations may influence their own reporting behavior more than their knowledge of concussion.