Detecting changes in postural sway.

Postural sway has been identified as a valid marker for assessing the presence of a concussion and monitoring return to activity progression. Instrumented balance assessments have shown to be more reliable in detecting postural sway. However, many sports medicine programs cannot afford to purchase a force plate system to objectively assess postural sway and changes, which may occur due to a head injury.

Correlation of Head Impact Exposures With Vestibulo-Ocular Assessments.

Context: Managing a concussion injury should involve the incorporation of a multifaceted approach, including a vision assessment. The frontoparietal circuits and subcortical nuclei are susceptible to trauma from a concussion injury, leading to dysfunction of the vestibulo-ocular system. Research investigating the effect of cumulative subconcussive impacts on neurological function is still in its infancy, but repetitive head impacts may result in vestibular system dysfunction.

The role of subconcussive impacts on sway velocities in Division I men's lacrosse players.

Head impacts resulting in a concussion negatively affect the vestibular system, but little is known about the effect of subconcussive impacts on this system. This study's objective was to determine if subconcussive head impacts sustained over one competitive lacrosse season, effect sway velocity. Healthy Division I male lacrosse players ( = 33; aged 19.

Effect of Head Impact Exposures on Changes in Cognitive Testing.

Background: Gaining a better understanding of head impact exposures may lead to better comprehension of the possible effects of repeated impact exposures not associated with clinical concussion.

Purpose: To assess the correlation between head impacts and any differences associated with cognitive testing measurements pre- and postseason.

Study Design: Case-control study; Level of evidence, 3.

Correlation of Head Impacts to Change in Balance Error Scoring System Scores in Division I Men's Lacrosse Players.

Background: Investigation into the effect of cumulative subconcussive head impacts has yielded various results in the literature, with many supporting a link to neurological deficits. Little research has been conducted on men's lacrosse and associated balance deficits from head impacts.

Hypotheses: (1) Athletes will commit more errors on the postseason Balance Error Scoring System (BESS) test.

Gender Differences in Concussion Reporting Among High School Athletes.

Background: An athlete's lack of concussion knowledge could lead to significant underreporting and injury mismanagement. To provide more effective management strategies of concussions in adolescent athletes, further examination of reporting behaviors is of critical importance.

Hypothesis: The hypotheses for this study were as follows: (1) Girls are more likely to report concussion, (2) girls are more likely to report future concussions after an educational intervention, and (3) a difference in rationale for not reporting concussion will be found between sexes.

High School Athletes' Perceptions of Concussion.

Background: The perception high school athletes have regarding concussions may influence their injury-reporting behavior, and if their perceptions are based on incorrect or incomplete information, they may be at risk for subsequent head injuries.

Purpose: To determine whether the recent influx of concussion information has had a positive impact on high school athletes' knowledge of concussions, to determine their perceptions regarding the severity of a concussion injury, and to determine whether receiving correct information will potentially alter their future reporting behavior.

Study Design: Cross-sectional study; Level of evidence, 4.

The impact of an educational intervention on college athletes' knowledge of concussions.

Objective: The purpose of this study was to determine college athletes' knowledge regarding concussions and to determine if an educational lecture before their sport season would improve their knowledge and reporting of concussions.

Design: Cross-sectional study.

Setting: University classroom.