Step 4 should occur within one to two weeks following the completion of Step 3.
This ensures the training session is still “fresh” for the peer concussion educators.
Process for Education Module 1:
Reinforcing and Enhancing Concussion Knowledge
The peer concussion educators will present Education Module 1: Reinforcing and Enhancing Concussion Knowledge to their teammates, which lasts approximately 20-30 minutes and is immediately followed by a 15-minute discussion session conducted by the peer concussion educators. Since the information presented in Education Module 1 is at times technical and complex, a qualified faculty/staff member (e.g. athletic trainer, neuropsychologist) needs to be present during the presentation and discussion to assist the peer concussion educators as needed.
Play video of a Peer Concussion Educator discussing the importance of explaining the rationale for the return to play protocol during Education Module 1
Process for Education Module 2:
Enhancing Concussion Reporting
Following the completion of Education Module 1, a 5-10 minute break is recommended before the peer concussion educators present Education Module 2 to their teammates, which lasts approximately 20-30 minutes. The presentation begins with an overview of the cognitive-behavioral model of change. Next, the peer concussion educators discuss the use of that model to enhance self-reporting of concussion and the reporting of teammates with a suspected concussion. Education module 2 concludes with the peer concussion educators leading their teammates in worksheet activities (see below) where cognitions that inhibit reporting concussion in self and teammates are identified and replaced with cognitions that facilitate reporting.
- Module 2: Enhancing Concussion Reporting
- Activity Part 1: Enhancing Self Reporting of Concussion
- Activity Part 2: Enhancing Reporting of Concussion Suspected in Teammates
Play video of a Peer Concussion Educator discussing Education Module 2
1) During Education Module 2, faculty/staff are NOT present in order to emphasize the peer-mediated nature of the program and to increase the likelihood that the peer concussion educators and their teammates will respond candidly and will take ownership of the program.
2) Sample cognitions that inhibit reporting and those that were changed to facilitate reporting obtained from student-athletes that participated in the pilot implementation of the CHC-PCEP are located in Table 2 and Table 3. While it is recommended that the information in Tables 2 & 3 be used during the training of the peer concussion educators, it should not be used when student-athletes are completing the concussion reporting worksheet activities to ensure that they are fully engaged in that module. That said, when the worksheet activities are completed, the peer concussion educators can choose to compare the cognitions identified and developed by their teammates with those in Tables 2 & 3 to enhance the team's awareness of cognitions that inhibit reporting and those that facilitate reporting.
For more videos associated with the peer concussion educators presenting the education modules to their teammates, please click here.