Knowledge transfer principles as applied to sport concussion education

Cancer Care Ontario, Ontario, Canada.
British Journal of Sports Medicine (Impact Factor: 5.03). 06/2009; 43 Suppl 1(Suppl_1):i68-75. DOI: 10.1136/bjsm.2009.058180
Source: PubMed


To (a) examine knowledge transfer literature and optimal learning needs as applied to healthcare professionals, coaches and student athletes; (b) apply the practice of knowledge transfer to sport concussion education resources; and (c) identify needs and make recommendations for optimising concussion education.
Qualitative literature review of knowledge transfer and concussion education literature.
Pubmed, Medline, Psych Info and Sport Discus databases were reviewed. 52 journal articles, 20 websites and 2 books were reviewed.
The methods in which individuals experience optimal learning varies and should be considered when developing effective concussion education strategies. Physician knowledge and performance are impacted by education outreach, interaction and reminder messages. Educational strategies associated with optimal learning for physio and athletic therapists include problem and evidence-based practice, socialisation and peer-assisted learning. From a coaching perspective, research supports the reflective process as a learning modality. Student athletes have strengths and weaknesses in different areas and so perform differently on activities requiring distinct strategies. Knowing the impact of sport concussion resources on knowledge enhancement and modifying attitudes and behaviours toward concussion requires evaluation strategies. Review of concussion resources using the perspective of knowledge transfer and methods for improvement is discussed.
Knowledge transfer is a relatively new concept in sports medicine and its influence on enhancing concussion education is not well known. The needs and optimal learning styles of target audiences coupled with evaluation need to be a piece of the overall concussion education puzzle to effectively impact knowledge of and attitudes and behaviours towards sport concussion.

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    • "Over the past decade, the CDC has created more than 50 educational products such as pamphlets and fact sheets as well as websites to provide coaches with information about concussions (HEADS UP to Youth Sport Coaches, 2015; National Council for Youth Sports, 2015). However, some have questioned whether these types of passive educational materials are effective when used as a standalone strategy (Caron, Bloom, Falcão, & Sweet, 2015; Provvidenza & Johnston, 2009; Straus, Tetroe, & Graham, 2013). As a result, it is not surprising that a body of research found that many coaches are still lacking knowledge on aspects of concussions (Bramley, Kroft, Polk, Newberry, & Silvis, 2012; Valovich McLeod, Schwartz, & Bay, 2007; White et al., 2014). "
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    ABSTRACT: There is a need to improve concussion education and prevention efforts for youth athletes and those responsible for their care. The purpose of this study was to understand Canadian high school coaches’ insights and perceptions of concussions. Using a case study design, eight high school coaches were interviewed and the data were analysed using a hierarchical content analysis. Findings indicated that participants primarily acquired information about concussions through their own experiences as athletes and parents, and from reports in the sports media. The coaches’ felt their role with concussions was to teach athletes safety techniques during practices and competitions and to encourage them to accurately report their concussion symptoms. In addition, participants forwarded a number of recommendations to improve the dissemination of information to coaches. Results from this study will add to a limited body of concussion research with youth sport coaches. Participants’ insights provide researchers and clinicians with information about coaches’ perceived role with sport-related concussions.
    09/2015; 2(3):285-297. DOI:10.1123/iscj.2015-0022
    • "for effective KT was identified in papers accompanying both of the Zurich statements (Provvidenza et al., 2013; Provvidenza & Johnston, 2009) and provided identification of the KT process and the need to identify the five principles of KT: (1) Defining the target audience, (2) determining the message to be delivered, (3) identifying the messenger, (4) deciding on the mode of delivery, and (5) evaluating the impact of the KT on the outcomes of interest (Provvidenza & Johnston, 2009). With respect to concussion, the educational approach must be individualized for different audiences, be delivered by a credible source, utilize varying modes of delivery (e.g., Internet, in-person, video games, social media), and be studied to determine the effectiveness of the modality. "
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    ABSTRACT: Concussions resulting from sports and recreational activities are a significant concern in the pediatric population. The number of children and adolescents sustaining sport-related concussions is increasing and, as a result, legislation has been passed in all 50 states to ensure appropriate recognition and referral of pediatric athletes following concussion. The developing brain may make the diagnosis, assessment, and management of concussion more challenging for health care providers and requires the use of specific age-appropriate assessment tools. Concussion management must also include considerations for cognitive and physical rest, a collaborative concussion management team that includes medical and school personnel, and more conservative stepwise progressions for returning to school and to physical activity.
    05/2015; 4(2):131-155. DOI:10.1123/kr.2015-0007
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