This Concussion Policy Guide shows how to develop policy and procedures to safeguard student-athletes who have sustained a concussion. It is based on core principles of: 1) education; 2) identification/protection of the student-athlete; and 3) medical evaluation and return to play guidelines.
Users of this Guide will understand their roles and responsibilities and be provided with tools, samples and forms to create material and procedures to educate and protect student athletes. It helps:
|Pages||56 pages, 7 x 8.5, softcover|
About the Authors
Purpose of the Construction Guide
Responsibilities Associated with this Guide
Chapter 1 - District Policy Makers
Chapter 2 - Concussion Committee
Chapter 3 - Athletic Department & Staff
Chapter 4 - Classroom Teachers
Chapter 5 - Parents
Chapter 6 - Athletes
Appendix 1 - District Wide Review Questionnaire
Appendix 2 - Concussion in the News
Appendix 3 - Additional Resources
Appendix 4 - References
Sample excerpt. Preview only – please do not copy
Purpose of the Construction Guide
This Construction Guide is targeted toward those individuals interested in developing policy and procedures to safeguard student-athletes who have sustained a concussion. Specifically, the users of this Guide will understand their roles and responsibilities and be provided with samples to aid in the creation of material to educate and protect adolescent athletes.
This Guide addresses the concerns, informational needs and responsibilities of many players or parties, including:
- to determine how personnel address concussion care and education
- to develop a program for material distribution, concussion education and communication.
- to be a source of concussion education for the student athlete, coaches and parents
- to recognize concussion related changes in the student athlete’s academic performance and to provide classroom supports and accommodations
- to have information on the effects of concussion and to monitor the student’s recovery
- to recognize the physical, emotional, social and cognitive changes that may occur related to a concussion and to know what to do about them
In today’s environment, it is expected that a school district will take prudent steps to protect students in all activities offered. Injuries of the high profile and potentially serious nature of traumatic brain injury, such as a concussion, demand a plan of education and implementation as well as a program to provide key members with information.
It is strongly recommended that each school district implement a plan to organize materials and educate individuals to accomplish the following general goals:
Know Concussion. Be informed about scholastic athletes and what exactly occurs in a concussion and how adolescents differ from adults when suffering from a concussion in order to effectively create a program of prevention and care.
Create a task force of local health care professionals to advise in the creation and implementation of a policy and plan
Develop policy designed to accomplish the following:
Offer professional development seminars to relay pertinent concussion management information to staff, parents and other stakeholders.
A concussion is a blow to the head that leads to changes in mental and emotional states. All head injuries need to be properly diagnosed in order to be treated because there is no such thing as a simple brain injury. No injury is as cloudy and difficult to accurately evaluate as concussion and few have the high potential of catastrophic consequences.1
The injured student will recover more quickly with rest, not only from physical exertion and athletic activity, but also from the cognitive demands of academic work.2 Resting from academic work is usually a difficult proposition, however, because students are at risk to quickly fall behind and become unable to catch up in their classes if they remain academically underactive for too long. Most students, except those with more severe and long-lasting symptoms, are able to continue in their studies with some temporary accommodations.
The overall goal is to support the recovering student in keeping up with academic demands in a way that does not overstress cognitive functions and unwittingly worsen symptoms. For each student, this requires a careful balancing of rest with academic work. It also involves the development of an individualized plan that prioritizes academic work and uses appropriate temporary accommodations during the recovery process in accordance with the student’s improving capabilities.3