TY - JOUR
T1 - Relationship of athletic and academic identity to concussion reporting intentions
AU - Wayment, Heidi A.
AU - Huffman, Ann H.
AU - Lane, Taylor S.
AU - Lininger, Monica R.
N1 - Funding Information:
This research was supported by the National Collegiate Athletic Association and the U.S. Department of Defense ( http://www.ncaa.org/sport-science-institute/topics/mind-matters-challenge ) on a programmatic research project investigating NCAA football programs' efforts to increase concussion-reporting behavior. The sponsors of this research had no input in any aspect of study design, data collection, analysis and interpretation, writing of the report, or submitting for publication. We gratefully acknowledge our MindMatters team for their assistance related to this study (Co-PI Debbie Craig, PhD, LAT, ATC, and graduate assistant Patrick Doyle).
Publisher Copyright:
© 2019 Elsevier Ltd
PY - 2019/7
Y1 - 2019/7
N2 - Background: Understanding concussed athletes' motivations for reporting concussion symptoms is important for health care professionals who are charged with the care, management, and prevention of future injury. Objectives: To examine if athletic and academic identity predict concussion symptom reporting intentions above and beyond traditional socio-cognitive predictors. Design: Cross-sectional study using self-report measures during the 2016 collegiate football season. Method: In a sample of National Collegiate Athletic Association (NCAA) Division I American football athletes (N = 205) we examined the relationship of athletic and academic identity with three indices of symptom reporting behavior: reporting during a game, reporting 24 h after a game, and reporting on behalf of a teammate. We used descriptive statistical analyses, correlations, and linear regression to examine hypotheses. Results: Controlling for traditional predictors, athletic identity was associated with a lower likelihood to report symptoms during a game (β = −0.22, t = −3.28, p <.001) or within 24 h (β = −0.28, t = −4.12, p <.001). Academic identity was positively associated with reporting intentions during a game (β = 0.12, t = 1.68, p <.05), 24 h later (β = 0.13, t = 1.85, p <.05), and on behalf of a teammate (β = 0.22, t = −3.36, p <.001). Conclusions: Athletic and academic identities offer additional insight into athletes' motivation for concussion symptom reporting intentions, above and beyond traditional socio-cognitive predictors. Discussion focuses on the benefit of incorporating these important self-identities into educational health interventions to improve their impact.
AB - Background: Understanding concussed athletes' motivations for reporting concussion symptoms is important for health care professionals who are charged with the care, management, and prevention of future injury. Objectives: To examine if athletic and academic identity predict concussion symptom reporting intentions above and beyond traditional socio-cognitive predictors. Design: Cross-sectional study using self-report measures during the 2016 collegiate football season. Method: In a sample of National Collegiate Athletic Association (NCAA) Division I American football athletes (N = 205) we examined the relationship of athletic and academic identity with three indices of symptom reporting behavior: reporting during a game, reporting 24 h after a game, and reporting on behalf of a teammate. We used descriptive statistical analyses, correlations, and linear regression to examine hypotheses. Results: Controlling for traditional predictors, athletic identity was associated with a lower likelihood to report symptoms during a game (β = −0.22, t = −3.28, p <.001) or within 24 h (β = −0.28, t = −4.12, p <.001). Academic identity was positively associated with reporting intentions during a game (β = 0.12, t = 1.68, p <.05), 24 h later (β = 0.13, t = 1.85, p <.05), and on behalf of a teammate (β = 0.22, t = −3.36, p <.001). Conclusions: Athletic and academic identities offer additional insight into athletes' motivation for concussion symptom reporting intentions, above and beyond traditional socio-cognitive predictors. Discussion focuses on the benefit of incorporating these important self-identities into educational health interventions to improve their impact.
KW - Academic identity
KW - Athletic self-identity
KW - Concussion-reporting intentions
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U2 - 10.1016/j.msksp.2019.04.003
DO - 10.1016/j.msksp.2019.04.003
M3 - Article
C2 - 31014920
AN - SCOPUS:85064398156
SN - 2468-8630
VL - 42
SP - 186
EP - 192
JO - Musculoskeletal Science and Practice
JF - Musculoskeletal Science and Practice
ER -