Trends in concussions at Ontario schools prior to and subsequent to the introduction of a concussion policy - an analysis of the Canadian hospitals injury reporting and prevention program from 2009 to 2016

Background: Concussion is a preventable injury that can have long-term health consequences for children and youth. In Ontario, the Policy/Program Memorandum # 158 (PPM) was introduced by the Ministry of Education of Ontario in March 2014. The PPM’s main purpose is to require each school board in the province to create and implement a concussion policy. The purpose of this paper is to examine trends in school-based concussions prior to and subsequent to the introduction of the PPM. Methods: This report examined emergency department (ED) visits in 5 Ontario hospitals that are part of the Canadian Hospitals Injury Reporting and Prevention Program (CHIRPP), and compared trends over time in diagnosed concussions, and suspected concussions identified as “other head injury” in children and youth aged 4–18. Results: From 2009 to 2016 study years, there were 21,094 suspected concussions, including 8934 diagnosed concussions in youth aged 4–18. The average number of diagnosed concussions in the 5 years before the PPM was 89 concussions/month, compared to approximately 117 concussions per month after; a 30% increase in the monthly rate of concussions presenting to the ED. The total number of concussion or head injury-related ED visits remained relatively unchanged but the proportion of diagnosed concussions rose from 31% in 2009 to 53% in 2016. The proportion of diagnosed concussions in females also increased from 38% in 2013 to 46% in 2016. The percent of all diagnosed concussions occurring at schools increased throughout the study reaching almost 50% in 2016 with most injuries taking place at the playground (24%), gymnasium (22%) or sports field (20%). Conclusions: The introduction of the PPM may have contributed to a general increase in concussion awareness and an improvement in concussion identification at the school level in children and youth aged 4–18. Keywords: Concussion, Policy, Emergency department, YouthYork University Librarie

Retiring at 10 years of age: A discussion of the major trends in organized youth sports today and their association to relative-age-related dropout

A continued interest in investigating how annual age cohort groupings promote \u27relative age effects\u27 (RAEs), which create participation, attainment, and learning biases between relatively older and younger players within the same age cohort, has led to advances in our understanding of the magnitude of RAEs globally and what this important socially constructed phenomenon means for talent identification and development (e.g., Wattie, Schorer, & Baker, 2014). Srdjan\u27s talk will highlight some of the major trends in youth sports today, such as the emphasis on the performance ethic and the growth of specialized programs (Coakley, 2014), and their association to positive youth development and relative-age related sport discontinuation (e.g., Lemez, Baker, Wattie, Horton, & Weir, 2013). In a broader context, as physical inactivity remains a global health problem, and given that many psycho- and socio-ecological factors likely perpetuate RAEs, exploring practical avenues to reduce selection biases in youth sport remains a priority

Implementing a Physical Education Curriculum: Two Teachers’ Experiences

In this article, we present a case study of two teachers’ experiences implementing a junior- high school physical education curriculum. Using interviews, observations, and document analysis, we organized our data around Brunelle et al.’s (1988) conceptual framework. Our results noted several constraining factors to implementation: lack of time to achieve outcomes, inadequate equipment, large classes, heavy teaching loads, lack of professional development, and lack of consultant support. To facilitate implementation, teachers used school “exploratories” and community facilities, worked with parents, and established user fees. Data indicate that, despite teachers’ best efforts, students did not meet all curriculum objectives. Keywords: physical education curriculum, curriculum implementation, Nova Scotia curriculum implementation, case study Cet article traite d’une étude de cas portant sur l’expérience de deux enseignants dans l’implantation d’un programme d’éducation physique dans une école secondaire de premier cycle. Les données ont été organisées selon Brunelle et al. (1988) en utilisant des entrevues, des observations et en faisant une analyse documentaire. Les résultats démontrent plusieurs facteurs limitatifs à l’implantation : manque de temps pour atteindre les résultats, équipement inadéquat, nombre élevé d’étudiants dans les classes, charges d’enseignement trop lourdes, manque de formation continue et manque de service de soutien. Pour faciliter l’implantation, les enseignants utilisent les « school exploratories » et l’équipement communautaire, travaillent avec les parents et imposent des frais d’utilisation. Les résultats indiquent que, malgré les meilleurs efforts des enseignants, les étudiants n’atteignent pas tous les objectifs du programme. Mots-clés : programme d’éducation physique, implantation du programme, étude de cas de l’implantation d’un programme en Nouvelle-Écosse

Understanding Social Support Throughout the Injury Process Among Interuniversity Swimmers

The purpose of this study was to gain comprehensive understanding of athletes’ social support experiences during the injury process, with a focus on social support networks, exchanges, and appraisals (Bianco & Eklund, 2001). Twelve university swimmers who recently experienced swimming-related injuries engaged in a semistructured interview. Findings indicate athletes had mixed experiences with their networks of social support (i.e., coaches, medical practitioners, parents, and teammates), with themes regarding exchanges and appraisals emerging in three categories: (a) Don’t bring your negative energy to practice, (b) Show me you care, and (c) Provide me with some clear and appropriate direction! Participants reported coaches and teammates being in denial of their injuries, shunning them from the team, or pushing them to train through their injuries, resulting in athletes feeling uncared for, unsupported, and lacking direction. Athletes’ sense of support stemmed from feeling cared for. Findings underscore the importance of comprehensively examining the multiple constructs of social support, while serving as a springboard for further investigations and important practical implications

Designing performance membranes for challenging & demanding separation applications through advanced characterization techniques

Please click Additional Files below to see the full abstract

Examining Factors Related to Teachers’ Decisions to Adopt Teacher-Training Resources for Inclusive Physical Education

Steps to Inclusion is a teacher-training resource specifically designed to facilitate inclusive physical education. Teacher-training resources, such as Steps to Inclusion, can only be effective when systematic and effective adoption is achieved. The diffusion of innovations theory (DOI) provides a useful framework to contextualize and understand factors related to teachers’ adoption of various teacher-training resources. Guided by the DOI, this study identified factors that teachers perceived to be important in facilitating resource adoption. Results indicate that improved adoption of resources could be achieved by: (a) communicating/promoting resources to key educational leaders, and (b) providing curated content. Additional practical implications and future directions are discussed. Keywords: inclusive education, physical education, students with disabilities, teacher trainingÉtapes vers l’inclusion est une ressource de formation pour enseignants conçue spécialement pour faciliter l’éducation physique inclusive. Les ressources pour la formation des enseignants telles qu’Étapes vers l’inclusion ne peuvent être efficaces que si l’adoption est systématique et effective. La théorie de la diffusion des innovations (diffusion of innovations [DOI]) fournit un cadre utile pour contextualiser et comprendre les facteurs liés à l’adoption par les enseignants de ressources de formation pour enseignants. Guidée par la DOI, cette étude a identifié les facteurs jugés importants par les enseignants pour faciliter l’adoption des ressources. Les résultats indiquent que l’adoption pourrait être améliorée en (a) communiquant / promouvant les ressources de formation des enseignants aux responsables de l’éducation et (b) en fournissant un contenu organisé. Des implications pratiques supplémentaires et des orientations futures sont également discutées. Mots-clés : éducation inclusive, éducation physique, étudiants handicapés, formation des enseignant

Epidemiology of sports-related injuries in children and youth presenting to Canadian emergency departments from 2007–2010

BACKGROUND: Although injuries related to sports and recreation represent a significant burden to children and youth, few studies have examined the descriptive epidemiology of sports-related injury since 2005, and some sports such as ringette have not been evaluated to date. The primary purpose of this study was to provide the descriptive epidemiology of sports-related injuries treated in emergency departments for children and youth aged 5 – 19. METHODS: A retrospective data analysis was performed using data from the Canadian Hospitals Injury Reporting and Prevention Program [CHIRPP] from fiscal years (April – March) 2007/08 to 2009/10. CHIRPP is a computerized information system designed by the Public Health Agency of Canada that collects information about injuries to people evaluated in emergency departments across 11 pediatric hospitals and 5 general hospitals in Canada. Thirteen sports or activities were analyzed (baseball, basketball, cycling, football, ice hockey, lacrosse, ringette, rugby, skiing, sledding, snowboarding, soccer, and volleyball). Descriptive statistics, including frequency by sport, age and sex, as well as the percent of concussions within each sport were calculated. RESULTS: Out of a total of 56, 691 reported sports and recreational injuries, soccer accounted for the largest proportion of injuries with 11,941 reported cases over the 3 year time period. Of these, approximately 30% were fractures. The 10 – 14 year age group reported the greatest proportion of injuries in 10 out of the 13 sports analyzed. In addition, males reported a greater number of overall injuries than females in 11 out of the 13 sports analyzed. The largest percentage of concussions was reported in ringette; these injuries accounted for 17.1% of overall injuries within this sport. CONCLUSIONS: Injury prevention programs in Canada should focus on improving evidence-based programs to reduce the burden of injuries in all sports

Integrating Mental Skills into a Physical Activity Program for Children and Adolescents with Intellectual Disabilities Intégration des capacités intellectuelles à un programme d'activité physique pour les enfants et les adolescents ayant une déficience intellectuelle

Past studies have found physical activity (PA) programs can be effective in promoting mental skills; however, no research has examined a PA program that incorporates mental skills training for children and adolescents with intellectual disabilities (ID). The purpose of this study was to examine the potential benefits experienced by children and adolescents with ID as they engaged in a 6-week PA and mental skill routine-based program. Participants included four children and adolescents aged 8-15 with ID, and their mothers. Mental skills training was integrated into existing PA program activities to enhance young people " s confidence, focus, and anxiety management. Data were collected through parent interviews, parent questionnaires, and the researcher " s field notes, and examined through content analysis. Results highlight themes related to confidence, focus, and anxiety management, as well as participants " enjoyment of gym sessions and ongoing challenges. Findings suggest mental skills training in a PA setting should be further examined as an alternative therapy for young people with ID. Résumé Même si, dans le passé, des études avaient conclu que les programmes d'activité physique (AP) pouvaient enrichir les capacités intellectuelles (CI), aucune ne s'était penchée sur un programme d'AP intégrant la formation axée sur les capacités intellectuelles à l'intention des enfants et des adolescents ayant une déficience intellectuelle. La présente étude visait donc à examiner les bienfaits éventuels d'un programme routinier de six semaines axé sur l'activité physique et les capacités intellectuelles pour des enfants et des adolescents ayant une déficience intellectuelle. Le groupe de participants réunissait quatre enfants et adolescents de 8 à 15 ans ayant une déficience intellectuelle et leurs mères. Intégrée aux programmes d'éducation physique existants, la formation axée sur les CI avait pour objet d'accroître la confiance en soi des jeunes, d'améliorer leur concentration et de les aider à mieux gérer leur anxiété. Les données ont été recueillies à l'aide des entrevues menées avec les parents, des questionnaires Spassiani & Fraser-Thoma

Integrating Mental Skills into a Physical Activity Program for Children and Adolescents with Intellectual Disabilities Intégration des capacités intellectuelles à un programme d'activité physique pour les enfants et les adolescents ayant une déficience intellectuelle

Past studies have found physical activity (PA) programs can be effective in promoting mental skills; however, no research has examined a PA program that incorporates mental skills training for children and adolescents with intellectual disabilities (ID). The purpose of this study was to examine the potential benefits experienced by children and adolescents with ID as they engaged in a 6-week PA and mental skill routine-based program. Participants included four children and adolescents aged 8-15 with ID, and their mothers. Mental skills training was integrated into existing PA program activities to enhance young people " s confidence, focus, and anxiety management. Data were collected through parent interviews, parent questionnaires, and the researcher " s field notes, and examined through content analysis. Results highlight themes related to confidence, focus, and anxiety management, as well as participants " enjoyment of gym sessions and ongoing challenges. Findings suggest mental skills training in a PA setting should be further examined as an alternative therapy for young people with ID. Résumé Même si, dans le passé, des études avaient conclu que les programmes d'activité physique (AP) pouvaient enrichir les capacités intellectuelles (CI), aucune ne s'était penchée sur un programme d'AP intégrant la formation axée sur les capacités intellectuelles à l'intention des enfants et des adolescents ayant une déficience intellectuelle. La présente étude visait donc à examiner les bienfaits éventuels d'un programme routinier de six semaines axé sur l'activité physique et les capacités intellectuelles pour des enfants et des adolescents ayant une déficience intellectuelle. Le groupe de participants réunissait quatre enfants et adolescents de 8 à 15 ans ayant une déficience intellectuelle et leurs mères. Intégrée aux programmes d'éducation physique existants, la formation axée sur les CI avait pour objet d'accroître la confiance en soi des jeunes, d'améliorer leur concentration et de les aider à mieux gérer leur anxiété. Les données ont été recueillies à l'aide des entrevues menées avec les parents, des questionnaires Spassiani & Fraser-Thoma

More Than Self-Management: Positive Youth Development at an Inclusive Type 1 Diabetic Camp

Diabetes-focused camps emerged as a way to provide ongoing diabetes self-management education to youth and their families in a physically active context. Past research suggests participation at camp can enhance youths’ glycemic control and glucose monitoring abilities; however, recent studies claim camps can also offer psychological and social benefits. Drawing upon a positive youth development (PYD) approach, the current study examined an inclusive diabetic-focused youth sport camp to (a) identify life skills developed, and (b) explain processes and factors involved in youths’ development of life skills. Focus groups were conducted with 54 youth living with type 1 diabetes mellitus (T1DM) attending an inclusive T1DM sport camp. The model of PYD through sport (Holt et al., 2017) guided the analysis. PYD outcomes (i.e., life skills developed through the camp) were (a) enhanced self-efficacy for self-monitoring of blood glucose, (b) enhanced self-efficacy for sport while living with T1DM, and (c) development of positive relationships. These outcomes were facilitated through the camp’s inclusive approach (i.e., including youth living with and without T1DM), and a PYD climate (implicitly), which included supportive relationships with counsellors and peers, and interestingly, the lack of parental involvement at the camp. The camp’s explicit life skills program focus (i.e., on diabetes self-care skills) also facilitated these outcomes. This study gives camp professionals insight into how an inclusive T1DM sport camp can facilitate life skills, and optimize PYD