Kelshaw Patricia M, Cook Nathan E, Terry Douglas P, Iverson Grant L, Caswell Shane V
Athletic Training Program, Department of Kinesiology, University of New Hampshire, Durham, New Hampshire.
Sports Medicine Assessment, Research & Testing (SMART) Laboratory, Advancing Healthcare Initiatives for Underserved Students (ACHIEVES), Institute for BioHealth Innovation, George Mason University, Manassas, Virginia.
Clin J Sport Med. 2022 Mar 1;32(2):e126-e133. doi: 10.1097/JSM.0000000000000921.
Examine sociodemographic differences (gender, age, and language spoken at home) on baseline Child Sport Concussion Assessment Tool 5th Edition (Child SCAT5) scores and establish normative reference data for the Child SCAT5 among middle school student athletes.
Cross-sectional study.
Nine middle schools in Virginia.
A sample of 1355 athletes playing competitive school-sponsored sports (ages 11-13, M = 12.3 ± 0.8; 40.1% girls, 59.9% boys) during the 2017 and 2018 school year. Certified athletic trainers administered the Child SCAT5 within the first 2 weeks of the sport season.
Self-reported gender, age, and language spoken at home.
All Child SCAT5 outcome measures.
Gender, age, and language spoken at home were associated with Child SCAT5 scores, but the magnitude of differences was generally small. Specifically, girls endorsed more symptoms (girls: M = 8.4 ± 5.7, boys: M = 7.5 ± 5.7; P = 0.003) and greater symptom severity (girls: M = 11.6 ± 9.4, boys: M = 10.4 ± 9.3; P = 0.006) than boys and performed slightly better than boys on cognitive and balance tasks. Older students performed slightly better than younger students on tests of cognition (eg, SAC-C: 11-year-olds: M = 21.3 ± 2.1, 13-year-olds: M = 21.7 ± 2.1; P = 0.02). Total symptoms (P = 0.01), symptom severity (P = 0.01), immediate memory (P < 0.001), delayed recall (P = 0.001), and SAC-C total scores (P = 0.002) differed across language groups.
Gender, age, and language spoken in the home are associated with baseline scores on multiple components of the Child SCAT5 among middle school students, although the magnitudes of observed differences are small. Normative reference values are provided for clinicians when interpreting Child SCAT5 scores.
研究社会人口统计学差异（性别、年龄和在家中使用的语言）对儿童运动性脑震荡评估工具第5版（Child SCAT5）基线分数的影响，并建立中学生运动员中Child SCAT5的规范参考数据。
横断面研究。
弗吉尼亚州的9所中学。
在2017 - 2018学年，抽取1355名参加学校赞助的竞技运动的运动员作为样本（年龄11 - 13岁，M = 12.3 ± 0.8；女生占40.1%，男生占59.9%）。由认证的运动训练师在运动赛季的前两周内进行Child SCAT5评估。
自我报告的性别、年龄和在家中使用的语言。
所有Child SCAT5的观察指标。
性别、年龄和在家中使用的语言与Child SCAT5分数相关，但差异幅度通常较小。具体而言，女生认可的症状更多（女生：M = 8.4 ± 5.7，男生：M = 7.5 ± 5.7；P = 0.003），症状严重程度更高（女生：M = 11.6 ± 9.4，男生：M = 10.4 ± 9.3；P = 0.006），并且在认知和平衡任务上的表现略优于男生。年龄较大的学生在认知测试中表现略优于年龄较小的学生（例如，SAC - C：11岁学生：M = 21.3 ± 2.1，13岁学生：M = 21.7 ± 2.1；P = 至0.02）。不同语言组在总症状（P = 0.01）、症状严重程度（P = 0.01）、即时记忆（P < 0.001）、延迟回忆（P = 0.001）和SAC - C总分（P = 0.002）方面存在差异。
性别、年龄和在家中使用的语言与中学生Child SCAT5多个组成部分的基线分数相关，尽管观察到的差异幅度较小。为临床医生在解释Child SCAT5分数时提供了规范参考值。
