Experiences of a controlled early exercise intervention following a sport-related concussion: A qualitative study of rugby union student-athletes.

Background: Early aerobic exercise is associated with improved outcomes following recovery from sport-related concussion (SRC) and is now recommended in guidance for clinicians managing athletes return-to-play.

Objectives: To explore student-athlete experiences of a novel early aerobic exercise intervention.

Design: Qualitative study using semi-structured interviews.

Does early exercise intolerance effect time to return to play, symptom burden, neurocognition, Vestibular-Ocular-Motor (VOM) function and academic ability in acutely concussed student-athletes?

Introduction: Early Exercise Intolerance (EEI) is associated with delayed recovery and longer time to Return To Play (RTP), but this has not been established.Participants; ( = 52, male  = 30) UK university-aged rugby-union student-athletes.

Methods: Student-athletes completed baseline screening (July-October 2021 and 2022).

Musculoskeletal injury or Sports-Related Concussion (SRC) in a season of rugby union does not affect performance on concussion battery testing in university-aged student-athletes.

Background: Sub-concussive and concussive impacts sustained during contact sports such as rugby may affect neurocognitive performance, vestibular-ocular-motor function, symptom burden and academic ability.

Method: Student-athletes (n = 146) participating in rugby union British Universities or domestic competitions were assessed on the Immediate Post-Concussion and Cognitive Test, Post-Concussion Symptom Scale, vestibular-oculo-motor screening tool and revised perceived academic impact tool. Individual change from pre-season (July-September 2021) to 2-weeks following last exposure to contact (April-July 2022) was analysed.

The association between sport-related concussion and musculoskeletal injury in university rugby athletes.

Objectives: The study aimed to analyse the association between Sports-Related Concussion (SRC) and Subsequent Musculoskeletal Injury (MSK) in United Kingdom university-aged rugby union players whilst considering the effects of sex, athlete playing position and injury location.

Design: Retrospective cohort study. A period of 365 days with 0-90, 91-180 and 181-365 days sub-periods was analysed for the following variables; MSK injury incidence, occurrence, severity, injury location, playing position and sex.

Recovery of symptoms, neurocognitive and vestibular-ocular-motor function and academic ability after sports-related concussion (SRC) in university-aged student-athletes: a systematic review.

Background: Physiological differences between a maturing and matured brain alters how Sports-Related Concussion (SRC) affects different age groups; therefore, a review specific to university-aged student-athletes is needed.

Objectives: Determine time to recovery for symptom burden, neurocognitive and Vestibular-Ocular-Motor (VOM) function and academic impact in university-aged student-athletes.

Methods: Searches were conducted in PubMed, SpringerLink, PsycINFO, Science Direct, Scopus, Cochrane, Web of Science and EMBASE.

Prospective study with specific Re-Assessment time points to determine time to recovery following a Sports-Related Concussion in university-aged student-athletes.

Background: Time to recovery for symptom burden and neurocognition following a Sports-Related Concussion (SRC) has previously been determined by consolidating varying re-assessment time points into a singular point, and has not been established for Vestibular-Ocular-Motor (VOM) function or academic ability.

Objectives: Establish when recovery of symptom burden, neurocognition, VOM function, and academic ability occurs in university-aged student-athletes.

Methods: Student-athletes completed an assessment battery (Post-Concussion Symptom Scale (PCSS), Immediate Post-Concussion Assessment and Cognitive Test (ImPACT), Vestibular Ocular-Motor Screening (VOMS), Perceived Academic Impairment Tool (PAIT)) during pre-season (n = 140), within 48 hours, 4, 8 and 14 days post-SRC and prior to Return To Play (RTP) and were managed according to the Rugby Football Union' community pathway (n = 42).

Does Vestibular-Ocular-Motor (VOM) Impairment Affect Time to Return to Play, Symptom Severity, Neurocognition and Academic Ability in Student-Athletes following acute Concussion?

Research indicates Sports-Related Concussion (SRC) impairs Vestibular-Ocular-Motor (VOM) function. The aim was to explore if VOM impairment correlates with longer Return To Play (RTP), symptom burden, neurocognitive performance and academic capability. 40 (61.

Upper limb joint position sense during shoulder flexion in healthy individuals: a pilot study to develop a new assessment method.

Background: Altered shoulder joint position sense (JPS) following shoulder injury has been demonstrated in the literature and may increase the risk of injury. A JPS assessment targeting the shoulder will provide the clinician with an objective marker. The present study aimed to develop an assessment method of JPS using an active relocation test (ART).

Using games as a teaching strategy.

Both of these games are relatively easy to develop and are fun ways for faculty to challenge students and provide immediate feedback so students can assess their own comprehension and, consequently, their need for further study (Ulrich & Glendon, 2005). Teacher-delivered factual material is often tedious and boring, while games are highly motivating and accomplish the same objectives.

Unfolding cases: an experiential learning model.

The focus of education has changed from teaching to learning. This educational model stresses student outcomes that include critical thinking, effective communication, and students' ability to reflect their own learning. This article describes "unfolding cases," a comprehensive plan of learning that allows student practice time to solve individually and collectively problems they may encounter in clinical situations.

Using cooperative learning strategies.

Nurse educators are challenged to develop innovative teaching strategies that help students think critically and interact skillfully with others. The authors present the merits of cooperative learning and describe ways that nurse educators can teach essential content using this educational strategy.