StFX Scholar (St. Francis Xavier University)
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Knowledge Transfer of Concussions to Student-Athletes
No full textConcussions, also known as traumatic brain injuries (TBIs), are a highly prevalent injury with 200,000 TBIs being sustained each year throughout Canada alone (Tator, 2019). By 2031, TBIs are expected to be the most common neurological condition affecting Canadians due to the high incidence rate combined with a lack of knowledge (Public Health Agency of Canada, 2014). With only 1 in 2 Canadians being educated on the matter of concussions, we aim to mitigate this growing problem through the promotion of education and awareness via effective knowledge transfer modalities (Canadian Physical Health Association, 2018). Learning is attributed to the successful promotion of knowledge transfer, which involves the effective communication of information from one individual to another (Liyanage et al., 2009). This phenomenon is evident throughout all educational spaces but has yet to be fully implemented into the education of sports-related injuries. The study involved 147 student-athlete participants across four varsity sports. These participants completed the Rosenbaum Concussion Knowledge and Attitudes Survey – Student Version (RoCKAS-ST) twice: first, at a pre-test baseline, and then following a four-week rest period, during which a different learning method of either video, script, or module was implemented for each varsity team. With respect to concussion knowledge, participants scored an average of 76% on the pretest and 75% on the post-test. Across three sports, we observed a decrease in mean test scores from pre to post-test, with the exception of rugby. However, a lack of sufficient statistical evidence was found meaning we cannot statistically determine whether the successful promotion of knowledge transfer had occurred. Knowledge gaps, particularly in questions regarding advanced terminology, were observed in both pre and post-tests
Exploring communication during the personalized learning plan process in rural New Brunswick: a dual parent/teacher perspective autoethnography
No full textThe purpose of this study was to explore my own dual parent and teacher perceptions of communication and collaboration during the Personalized Learning Plan (PLP) process for my son JJ, diagnosed with autism spectrum disorder (ASD) who attends an elementary school in rural New Brunswick. Background information on ASD, early intervention, learning plans, and effective parent-teacher communication was provided to readers. Autoethnography was used as my methodology. Labelling theory, cultural capital theory and situation perception were used as a framework to complete a reflexive analysis of self-interview questions and journal entries to determine what enhancements can be made to communication and collaboration during the PLP process in New Brunswick. Three themes emerged from the coding process, which included the importance of identity; we are too passive about communication, and we need more support. Implications and recommendations for the education system in New Brunswick as well as my own parenting and teaching practices were provided. A Guide to Parent-Teacher Communication was developed and provided to readers as a communication planning guide for both parents and teachers