Pennock Kaleigh, McKenzie Braeden
Faculty of Kinesiology and Physical Education, University of Toronto, Toronto, ON, Canada.
Department of Recreation and Leisure Studies, Faculty of Health, University of Waterloo, Waterloo, ON, Canada.
Commun Sport. 2025 Aug;13(4):800-819. doi: 10.1177/21674795251321759. Epub 2025 Feb 17.
Concerns over the short- and long-term health implications of concussions has led to a surge in concussion education materials, resources, and modalities to educate youth athletes as a first line of defense in injury prevention. In this paper, we argue that this over-emphasis on concussion education-and a reliance on static, sensationalized, and culturally disconnected messaging-fails to consider the sociocultural implications of concussion education and the subsequent uptake and impact of this information by/on youth athletes. To do so, we present research involving semi-structured interviews with youth athletes in Ontario, Canada ( = 28; aged 13-18-years-old) focused on understanding experiences with concussion knowledge and education. Through our analysis, we highlight three important domains related to athletes' experiences with concussion education concerning (1) sufficient education, (2) scare tactics in education efforts, and (3) equity, access, and responsibility. By problematizing education as an effective mode of injury prevention, we draw attention to a gap within current sport-related concussion literature concerning knowledge uptake, education, and behaviour with the social and cultural realities of concussion experiences.
对脑震荡短期和长期健康影响的担忧，促使脑震荡教育材料、资源和方式激增，以便教育青少年运动员，作为预防伤害的第一道防线。在本文中，我们认为，这种对脑震荡教育的过度强调——以及对静态、耸人听闻且与文化脱节的信息传递的依赖——未能考虑脑震荡教育的社会文化影响，以及青少年运动员对这些信息的后续接受情况和影响。为此，我们展示了一项研究，该研究对加拿大安大略省的青少年运动员（n = 28；年龄在13至18岁之间）进行了半结构化访谈，重点是了解他们在脑震荡知识和教育方面的经历。通过我们的分析，我们突出了与运动员脑震荡教育经历相关的三个重要领域，即（1）充分的教育，（2）教育努力中的恐吓策略，以及（3）公平、可及性和责任。通过将教育问题化为一种有效的伤害预防模式，我们提请注意当前与运动相关的脑震荡文献中，在知识接受、教育以及与脑震荡经历的社会和文化现实相关的行为方面存在的差距。
