Context: Coaches who don’t have access to qualified health care providers need to be well educated on prevention, detection, assessment, and management of sport-related concussion to help decrease the risks associated. Due to the lack of assessment on educational interventions there is no way to determine the validity of the content. Objective: Determine which of three online concussion education interventions was most influential on coaches’ concussion knowledge, retention of knowledge, and their effects on attitudes amongst a sample of coaching education students. Participants: 233 coaching student’s recruited, used 154 for data analysis (71% male, x̅ age = 21.2 ± 1.68 years, 1.18 ± 0.37 years of coaching experience). Interventions: An original questionnaire was administered in a streamline series using Qualtrics: pre-intervention, immediately post intervention, and a follow-up 30 days later. The assessment’s context was created using current concussion questions in the literature that were emphasized in the education interventions: Brain 101: The concussion Playbook (B101), Concussion Wise (CW), and Head-Up: Concussion in Youth Sports (CDC). Results: CW was the most effective intervention at improving overall concussion symptoms (F = 26.79, p < .001), actual concussion symptoms (F = 12.0, p < .001) and overall concussion knowledge (F = 50.71, p = .04, p = .001). Discussion: Overall all three of the interventions improved the participant’s concussion knowledge; however CW was the most influential. From our results we can suggest that there are effective and influential concussion education interventions currently created that can have a positive impact on coaches’ concussion knowledge.
","abstract_html":"<p><strong>Context:</strong> Coaches who don’t have access to qualified health care providers need to be well educated on prevention, detection, assessment, and management of sport-related concussion to help decrease the risks associated. Due to the lack of assessment on educational interventions there is no way to determine the validity of the content. <strong>Objective:</strong> Determine which of three online concussion education interventions was most influential on coaches’ concussion knowledge, retention of knowledge, and their effects on attitudes amongst a sample of coaching education students. <strong>Participants:</strong> 233 coaching student’s recruited, used 154 for data analysis (71% male, x̅ age = 21.2 ± 1.68 years, 1.18 ± 0.37 years of coaching experience). <strong>Interventions:</strong> An original questionnaire was administered in a streamline series using Qualtrics: pre-intervention, immediately post intervention, and a follow-up 30 days later. The assessment’s context was created using current concussion questions in the literature that were emphasized in the education interventions: Brain 101: The concussion Playbook (B101), Concussion Wise (CW), and Head-Up: Concussion in Youth Sports (CDC). <strong>Results:</strong> CW was the most effective intervention at improving overall concussion symptoms (F = 26.79, p < .001), actual concussion symptoms (F = 12.0, p < .001) and overall concussion knowledge (F = 50.71, p = .04, p = .001). <strong>Discussion:</strong> Overall all three of the interventions improved the participant’s concussion knowledge; however CW was the most influential. From our results we can suggest that there are effective and influential concussion education interventions currently created that can have a positive impact on coaches’ concussion knowledge.</p>","abstract_has_math":false,"creators":["Simons, Brienna L"],"institution":null,"degree_name":"Master of Science in Kinesiology (M.S.)","degree_level":"Thesis (open access)","degree_discipline":"Department of Health and Kinesiology","degree_department":null,"school":null,"contributors":["Jody Langdon","Trey Burdette"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-01-01T08:00:00Z","date_published":"2013-01-01T08:00:00Z","updated_at":"2026-07-24T02:27:41Z","subjects":["ETD","Coaching students","Concussion","Education","Attitudes","Medicine and Health Sciences"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd/888","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Jody Langdon","Trey Burdette"]},{"key":"dc:creator","label":"Author","values":["Simons, Brienna L"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2013-12-11T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Health and Kinesiology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis (open access)"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science in Kinesiology (M.S.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ETD","Coaching students","Concussion","Education","Attitudes","Medicine and Health Sciences"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.georgiasouthern.edu/etd/888"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Context: Coaches who don’t have access to qualified health care providers need to be well educated on prevention, detection, assessment, and management of sport-related concussion to help decrease the risks associated. Due to the lack of assessment on educational interventions there is no way to determine the validity of the content. Objective: Determine which of three online concussion education interventions was most influential on coaches’ concussion knowledge, retention of knowledge, and their effects on attitudes amongst a sample of coaching education students. Participants: 233 coaching student’s recruited, used 154 for data analysis (71% male, x̅ age = 21.2 ± 1.68 years, 1.18 ± 0.37 years of coaching experience). Interventions: An original questionnaire was administered in a streamline series using Qualtrics: pre-intervention, immediately post intervention, and a follow-up 30 days later. The assessment’s context was created using current concussion questions in the literature that were emphasized in the education interventions: Brain 101: The concussion Playbook (B101), Concussion Wise (CW), and Head-Up: Concussion in Youth Sports (CDC). Results: CW was the most effective intervention at improving overall concussion symptoms (F = 26.79, p < .001), actual concussion symptoms (F = 12.0, p < .001) and overall concussion knowledge (F = 50.71, p = .04, p = .001). Discussion: Overall all three of the interventions improved the participant’s concussion knowledge; however CW was the most influential. From our results we can suggest that there are effective and influential concussion education interventions currently created that can have a positive impact on coaches’ concussion knowledge.
"]},{"key":"dc:title","label":"Title","values":["The Effectiveness of Education Interventions on Coaching Education Students’ Concussion Knowledge, Retention, and Attitudes"]}]}],"canonical_facts":{"dc:contributor":["Jody Langdon","Trey Burdette"],"dc:creator":["Simons, Brienna L"],"dc:date.available":["2013-12-11T08:00:00Z"],"dc:description.abstract":["Context: Coaches who don’t have access to qualified health care providers need to be well educated on prevention, detection, assessment, and management of sport-related concussion to help decrease the risks associated. Due to the lack of assessment on educational interventions there is no way to determine the validity of the content. Objective: Determine which of three online concussion education interventions was most influential on coaches’ concussion knowledge, retention of knowledge, and their effects on attitudes amongst a sample of coaching education students. Participants: 233 coaching student’s recruited, used 154 for data analysis (71% male, x̅ age = 21.2 ± 1.68 years, 1.18 ± 0.37 years of coaching experience). Interventions: An original questionnaire was administered in a streamline series using Qualtrics: pre-intervention, immediately post intervention, and a follow-up 30 days later. The assessment’s context was created using current concussion questions in the literature that were emphasized in the education interventions: Brain 101: The concussion Playbook (B101), Concussion Wise (CW), and Head-Up: Concussion in Youth Sports (CDC). Results: CW was the most effective intervention at improving overall concussion symptoms (F = 26.79, p < .001), actual concussion symptoms (F = 12.0, p < .001) and overall concussion knowledge (F = 50.71, p = .04, p = .001). Discussion: Overall all three of the interventions improved the participant’s concussion knowledge; however CW was the most influential. From our results we can suggest that there are effective and influential concussion education interventions currently created that can have a positive impact on coaches’ concussion knowledge.
"],"dc:identifier":["https://digitalcommons.georgiasouthern.edu/etd/888"],"dc:subject":["ETD","Coaching students","Concussion","Education","Attitudes","Medicine and Health Sciences"],"dc:title":["The Effectiveness of Education Interventions on Coaching Education Students’ Concussion Knowledge, Retention, and Attitudes"],"thesis:degree_discipline":["Department of Health and Kinesiology"],"thesis:degree_level":["Thesis (open access)"],"thesis:degree_name":["Master of Science in Kinesiology (M.S.)"]},"updated_at":"2026-07-24T02:27:41Z"}