![]() ![]() The purpose of our study was to examine the prevalence of concussion-related protocols used in the 1113 member institutions of the NCAA as of the 2013–2014 academic year. In addition, because concussion rates are highest in football, 6, 7 universities with football programs may differ in their implementation of concussion-related protocols and preparticipation assessments. It is imperative that the use of concussion-related protocols and preparticipation assessments be explored at all levels of NCAA athletic participation before appropriate mandates can be implemented for all member institutions. Another group 5 examined preparticipation assessments in the NCAA but only among Division I athletic trainers (ATs). To our knowledge, only 1 group 4 has examined concussion-management plans at the collegiate level, and they did not examine return-to-learning components. For example, some schools may struggle to implement baseline assessments because of insufficient staff or financial resources or both. 1Īlthough literature 2, 3 exists regarding conformity with recommendations related to diagnosing sport-related concussion, currently minimal literature is specifically related to the implementation of concussion-related protocols and preparticipation assessments, particularly for incoming NCAA student-athletes. ![]() Within this broad framework, member institutions have the flexibility to implement specific policies and procedures to satisfy the requirements of the legislation. Furthermore, the same legislation requires that concussion policies (1) provide concussion-related education for all student-athletes and coaches, (2) ensure that a student-athlete identified with a concussion is removed from play and is evaluated by a medical professional with education and training in concussion, (3) guarantee that a student-athlete with a concussion will not return to practice or competition the same day as the concussion, and (4) stipulate that clearance to return to practice or competition is provided by a medical doctor or his or her designee. In 2010, the National Collegiate Athletic Association (NCAA) passed legislation in all 3 divisions requiring its member institutions to develop and maintain policies to guide the identification and management of student-athletes with sport-related concussion. Knowledge of concussions and concussion symptomatology has dramatically increased as researchers have explored the acute and prolonged effects of concussions among collegiate student-athletes. More Division I universities (55.2%) complied with baseline assessment recommendations than Division II (38.2%, χ 2 = 5.49, P =. This was due to moderate use of balance testing (56.6%) larger proportions used concussion history (99.7%), neurocognitive testing (83.2%), and symptom checklists (91.7%). ![]() In total, 43.7% complied with recommendations for preparticipation assessments that included concussion history, neurocognitive testing, balance testing, and symptom checklists. Common preparticipation neurocognitive and balance tests were the Immediate Post-Concussion Assessment and Cognitive Testing (ImPACT 77.1%) and Balance Error Scoring System (46.5%). Other concussion-history–related information (eg, symptoms, hospitalization) was more often collected by Division I universities. Fewer had return-to-learn policies (63.3%). ![]() Most universities provided concussion education to student-athletes (95.4%), had return-to-play policies (96.6%), and obtained the number of previous concussions sustained by incoming student-athletes (97.9%). ![]()
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