TY  - JOUR
PY  - 2023//
TI  - Current concussion knowledge, beliefs, education, and management practices among Irish post-primary PE teachers
JO  - Research quarterly for exercise and sport
A1  - O'Connor, Siobhán
A1  - Reilly, Rebecca
A1  - Hegedus, Agnes
A1  - Whyte, Enda
A1  - Moran, Kieran
A1  - Porter, Leigh
SP  - ePub
EP  - ePub
VL  - ePub
IS  - ePub
N2  - PURPOSE: Physical education (PE) teachers play an important role in concussion recognition and management in schools both in an academic and activity based setting. This study aimed to identify Irish post-primary PE teachers' concussion knowledge, beliefs, education and management practices. <br><br>METHODS:  An anonymous online survey, adapted to the Irish context from the validated BAKPAC-TEACH, was completed by 128 PE teachers (female = 74/123; 60.2%; male = 49/123; 39.8%, 36.1 ± 10.9 years), representing 4% of registered PE teachers in Ireland. <br><br>RESULTS: PE teachers reported 3.5 ± 4.7 students suffer with a sports-related concussion in their classroom annually and 43.9% previously had a student sustain a concussion during their PE class. Most received concussion education (58.6%), largely provided by sporting bodies. They frequently identified dizziness (93.0%) and headaches (92.2%) as concussion symptoms, but less commonly emotional (more emotional = 36.5%, nervous or anxious = 33.6%, sadness = 28.9%) or sleep (35.2%) symptoms. All PE teachers knew that a concussion requires immediate removal from a game/practice. PE teachers demonstrated less perceived knowledge and confidence relating to academic adjustments and return to learn criteria. Just 31.3% reported their school facilitates academic adjustments. <br><br>CONCLUSION: Tailored concussion education addressing knowledge gaps highlighted in this study should be developed. A concussion policy and an academic support team in each school should be established and widely publicised to enhance the support of concussed students in returning to school.<p />  <p>Language: en</p>
LA  - en
SN  - 0270-1367
UR  - http://dx.doi.org/10.1080/02701367.2022.2158999
ID  - ref1
ER  -