提供脑震荡教育的障碍:通过能力,机会,动机,行为 (COM-B) 模型识别改变的机会
Julia Drattell1, Emily Kroshus2, Johna Register-Mihalik3
1University of Georgia, Athens, GA, USA.
概括
运动教练面临的机会和能力障碍,以改善脑震荡护理寻求行为. 提供资源和保护时间可以帮助中学和非NCAA机构克服这些挑战.
科学领域:
- 运动医学 运动医学
- 行为科学 行为科学
- 公共卫生 公共卫生
背景情况:
- 运动教练 (AT) 在管理运动员脑震荡方面至关重要.
- 实施专家推的脑震荡护理寻求行为至关重要.
- 了解AT面临的障碍是改善护理的关键.
研究的目的:
- 识别和描述运动教练在实施运动员脑震荡护理行为专家建议时遇到的障碍.
- 用能力,机会,动机,行为 (COM-B) 模型分析这些障碍.
主要方法:
- 通过国家运动教练协会,向中学和大学机构的9,997名AT分发了一份电子调查.
- 365个完整的答案被收集并使用描述性统计和顺序回归来分析.
- 障碍物使用验证的COM-B调查与利克特类项目进行了定量测量.
主要成果:
- ATs报告了与机会有关的最重要的障碍,其次是能力和动机结构.
- 与大学相比,在中学工作预计在心理能力,社会机会,身体机会和自动动机的障碍更大.
- 与非NCAA机构相比,NCAA附属机构的AT表现出更高的身体和心理能力.
结论:
- 运动教练有动力,能够改善脑震荡护理行为,但面临着重大的环境和系统障碍.
- 组织支持,包括提供脑震荡教育的机会,至关重要.
- 中学和非NCAA机构需要有针对性的资源,例如工具包和受保护的时间,以减轻已识别的障碍.
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