An Examination of the Potential Long-Term Psychosocial Effects of Sport-Related Concussion in Adolescent Male Hockey Players

• Author / Creator

  Chipchar, Eileen N.

• Purpose: The main objective of this study was to examine whether elite youth male ice hockey players with a medical history of one or more concussion(s) would exhibit more pronounced deficits in their psychosocial functioning than a non-injured control. Methods: The study had a cross-sectional design. Data was collected at the start of the regular 2011-2012 competitive hockey season. The sample included 394 male ice hockey players from elite Bantam (12-14 years) and Midget (15-17 years) divisions of play (AA-AAA). Player concussion history was retrieved from a take-home Preseason Baseline Questionnaire that was completed by the player with parental input. A BASC-2 Parent Rating Scale was also completed by the player’s parent and used to measure variable outcomes relevant to psychosocial functioning. Data Analysis: A Univariate ANCOVA was conducted using SPSS software to determine if a significant difference existed amongst concussion groups (e.g.; no concussion; 1 concussion; 2 or more concussions) with respect to each BASC-2 PRS variable outcome. Age was inputted as a fixed variable. Results: In general, there were no significant differences between players with a medical history of one or more concussion(s) and a non-injured control. Players with a history of cumulative concussions (2 or more) did not show significantly worse outcomes than those who reported one prior concussion injury. A significant group difference was found with regards to the BASC-2 PRS Withdrawal Clinical Scale [F(2, 390)=.4.768, p<.009]. Conclusions: Based on BASC-2 PRS data, adolescent male ice hockey players with a history of prior concussion(s) typically do not exhibit significantly poorer psychosocial outcomes.

• Subjects / Keywords

  • Sport-Related Concussion
  • Adolescents
  • Hockey
  • Psychosocial Effects

• Graduation date

  Fall 2015

• Type of Item

  Thesis

• Degree

  Master of Education

• DOI

  https://doi.org/10.7939/R37P8TJ8X

• License

  This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.