Lab 13: Head Injuries and Concussion Guidelines

Lab 13: Head Injuries and Concussion Guidelines Complete the following activities during your lab class under the guidance of your instructor. Objectives of Lab: • Identify common head injuries in sports. • Explain proper management of an athlete with a concussion. Lab Activity 1: Anatomy and Protective Equipment 1. Look at the model and show your partner the bones of the skull, as directed by your instructor. a. Frontal b. Temporal c. Parietal d. Occipital e. Sphenoid f. Mandible g. Maxilla 2. List three examples of protective equipment for the head and face. a. Helmet b. Face Mask c. Mouth Guards 3. Describe the purpose of mouth guards. Mouth guards are primarily used in contact sports to reduce injuires to the teeth, gums, or lips Lab Activity 2: Pupil Assessment 1. Assess your partner’s oculomotor control, visual acuity, and pupil response, as instructed. 2. List two common pupil abnormalities that may be observed during assessment. a. Pupil dilation or constriction b. Pupil/eye is unable to move or look around Lab Activity 3: Concussion Management 1. Provide four examples of common concussion mechanisms. a. Vehicle collisions b. Falls c. Sport injuries d. Bicycle accidents 2. List eight typical symptoms of a concussion. a. Memory problems b. Sensitivity to light c. Blurry vision d. Dizziness e. Difficulty paying attention f. Nausea g. Vomiting h. Feeling dazed 3. Utilizing the “SCAT5: Sport Concussion Assessment Tool - 5th Edition,” practice the steps in concussion management, as directed by your instructor. a. Self-reported symptoms b. Mental status c. Postural stability d. Neurocognitive testing i. Paper and pencil versus computer-based (Refer to Chapter 26 of Principles of Athletic Training: A Guide to Evidence-Based Clinical Practice.) e. Exertional testing for return to play (Refer to the “SCAT5: Sports Concussion Assessment Tool - 5th Edition” and Chapter 26 of Principles of Athletic Training: A Guide to Evidence-Based Clinical Practice.) 4. Your team physician clears an athlete recovering from a concussion for a gradual return to play progression. Develop a five-step return to play progression for an athlete in a sport assigned by your instructor. Write this as a home instruction program for a high school athlete desiring to return to participation in their respective sport following a diagnosis of concussion. a. Step 1: No activity 2 b. Step 2: Sport-specific c. Step 3: Noncontact d. Step 4: Full contact e. Step 5: Return to play 5. Briefly describe the dangers of second impact syndrome. The dangers of SIS is that the brain loses its ability to self-regulate pressure and blood volume and it causes rapid and severe brain swelling Lab Activity 4: Case Scenarios 1. Joe, a college lacrosse player, receives a blow to the head during a game and is removed from play by his coach and referred to his athletic trainer for further evaluation. The athletic trainer makes the diagnosis of concussion and removes Joe from the game. Two days later, Joe reports to the athletic trainer, “My symptoms are much better. I feel like I can practice today. I only have a small headache.” What are the return-to-play criteria that should be met? Gradual return to play SCAT5 evaluation and compare to previous days 2. Kalea, a high school cheerleader, suffers a fall from approximately 10 feet while performing a stunt at practice. She experiences a brief loss of consciousness and reports a subsequent headache. Her coach suspects she has suffered a concussion, so she is removed from practice and her parents are contacted to pick her up. Explain what should be provided to the parents? What would warrant a referral? We would warrant a referral because she experienced a brief loss consciousness The SCAT5 evaluation should be provided to the parents 3. David, a men’s hockey player, suffered a laceration to the face during a game. The athlete would like to return to play as quickly as possible. What must be considered before allowing the player to return to the ice? Explain in detail. We need to rule out a fracture, make sure he doesn’t have a concussion, and cover the laceration with steri strips and non-adherent gauze (Telfa) 3 References Prentice, W. E. (2017). Principles of athletic training: a guide to evidence-based clinical practice. New York, NY: McGraw-Hill Education. 4