exploring psychological variables between collegiate student-athletes with and without a history of

206 Pages·2016·2.1 MB·English

EXPLORING PSYCHOLOGICAL VARIABLES BETWEEN COLLEGIATE
STUDENT-ATHLETES WITH AND WITHOUT A HISTORY OF
SPORT-RELATED CONCUSSION

By

Erica Beidler

A DISSERTATION

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

Kinesiology - Doctor of Philosophy

2016
PUBLIC ABSTRACT
EXPLORING PSYCHOLOGICAL VARIABLES BETWEEN COLLEGIATE
STUDENT-ATHLETES WITH AND WITHOUT A HISTORY OF
SPORT-RELATED CONCUSSION

By

Erica Beidler

Sport-related concussion (SRC) has recently become a public health concern that has
garnered much national attention. One strategy to protect against negative consequences is to
prevent SRC from occurring by investigating injury risk factors. Although many potential risk
factors have been studied, there is minimal evidence on how SRC occurrence relates to intrinsic
psychological variables. OBJECTIVE: The purpose of this study was to investigate the
differences in risk-taking behaviors, sensation seeking needs, mood states, and personality traits
between collegiate student-athletes with and without a history of SRC (i.e. 0, 1, 2+). A secondary
aim of this study was determine if any of the psychological variables predicted a history of SRC
in collegiate student-athletes. DESIGN: cross-sectional quantitative study. SUBJECTS: 1,252
male (n=706) and female (n=546) collegiate student-athletes from four different institutions,
representing all three NCAA divisions, and 18 different sports. The SRC independent variable
groups were as follows: 938 (74.9%) participants with no previous history of SRC, 205 (16.4%)
participants who had sustained one previous SRC, and 109 (8.7%) participants who had
sustained two or more previous SRCs. MEASUREMENTS: A one-time survey acquired data
on demographic information, previous SRC history, and psychological variables (i.e. Barratt
Impulsiveness Scale, Brief Sensation Seeking Scale, Brunel Mood Scale, Big Five Personality
Inventory). RESULTS: Attention, motor, and total risk-taking impulsivity were significantly
higher for the 2+ SRC group compared to both the 0 and 1 SRC groups. Adventure seeking
scores were significantly higher for the 1 SRC group compared to the 0 SRC group, while total
sensation seeking scores were higher for the 2+ SRC group compared to the 0 SRC group. Mood
state and personality traits did not differ between SRC groups. CONCLUSION: Although mood
and personality do not appear to differ based upon SRC history for this study, total risk-taking
and sensation seeking scores were higher in collegiate student-athletes with a history of multiple
SRC. As these variables did not differ between the 0 and 1 SRC groups, risk-taking and
sensation seeking may not be important psychological variables for those sustaining a single
SRC, but may be more important when dealing with a history of multiple SRCs. A prospective,
longitudinal study is needed to clarify these findings and investigate if a causal relationship
exists.
ABSTRACT
EXPLORING PSYCHOLOGICAL VARIABLES BETWEEN COLLEGIATE
STUDENT-ATHLETES WITH AND WITHOUT A HISTORY OF
SPORT-RELATED CONCUSSION

By

Erica Beidler

Sport-related concussion (SRC) has recently become a public health concern that has
garnered much national attention. One strategy to protect against negative consequences is to
prevent SRC from occurring by investigating injury risk factors. Although many potential risk
factors have been studied, there is minimal evidence on how SRC occurrence relates to intrinsic
psychological variables. OBJECTIVE: The purpose of this study was to investigate the
differences in risk-taking behaviors, sensation seeking needs, mood states, and personality traits
between collegiate student-athletes with and without a history of SRC (i.e. 0, 1, 2+). A secondary
aim of this study was determine if any of the psychological variables predicted a history of SRC
in collegiate student-athletes. DESIGN: cross-sectional quantitative study. SUBJECTS: 1,252
male (n=706) and female (n=546) collegiate student-athletes from four different institutions,
representing all three NCAA divisions, and 18 different sports. The SRC independent variable
groups were as follows: 938 (74.9%) participants with no previous history of SRC, 205 (16.4%)
participants who had sustained one previous SRC, and 109 (8.7%) participants who had
sustained two or more previous SRCs. MEASUREMENTS: A one-time survey acquired data
on demographic information, previous SRC history, and psychological variables (i.e. Barratt
Impulsiveness Scale, Brief Sensation Seeking Scale, Brunel Mood Scale, Big Five Personality
Inventory). RESULTS: Significant differences were found between previous SRC groups for
attention impulsivity [F =7.35,p=0.00], motor impulsivity [F =6.97,p=0.00], and total
(1,226) (1,226)
risk-taking impulsivity [F =7.15,p=0.00] variables. Attention, motor, and total risk-taking
(1,227)
impulsivity were significantly higher for the 2+ SRC compared to the 0 SRC group [Attention:
Mean Difference (MD)=0.24,p=0.00,d=0.42; Motor: MD=0.23,p=0.00,d=0.41; Total:
MD=0.18,p=0.00,d=0.41] and the 1 SRC group [Attention: MD=0.18,p=0.02,d=0.31; Motor:
MD=0.20,p=0.01,d=0.35; Total: MD=0.15,p=0.02,d=0.33]. Significant differences between
previous SRC groups for the boredom susceptibility [F =3.15,p=0.04], adventure seeking
(1,207)
[F =5.18,p=0.01], and total sensation seeking [F =4.53,p=0.01] variables were also
(1,208) (1,214)
identified. Adventure seeking scores were significantly higher for the 1 SRC group compared to
the 0 SRC group (MD=0.22,p=0.02, d=0.20), while the total sensation seeking score was
significantly higher for the 2+ SRC group compared to the 0 SRC group
(MD=0.19,p=0.03,d=0.25). No significant mood state or personality trait differences between
SRC groups were found. CONCLUSION: Although mood and personality do not appear to
differ based upon SRC history for this study, total risk-taking and sensation seeking scores were
higher in collegiate student-athletes with a history of multiple SRC. As these variables did not
differ between the 0 and 1 SRC groups, risk-taking and sensation seeking may not be important
psychological variables for those sustaining a single SRC, but may be more important when
dealing with a history of multiple SRCs. More research is needed to clarify these findings and
investigate if a causal relationship exists.
ACKNOWLEDGEMENTS
I would first like to thank my dissertation committee chair and PhD advisor Dr. Tracey
Covassin. She supported me from the first day I arrived on campus until my last. With her
guidance, I have grown into a competent researcher and educator. I would next like to thank Dr.
M. B. Donnellan for accepting my sports medicine background into the world of psychology.
You gave me a chance when no one else would, and the time I spent with you has truly molded
my future as an academic. I would also like to thank my other committee members, Dr. Sally
Nogle, Dr. Matthew Pontifex, and Dr. Anthony Kontos for their time, guidance, and constructive
feedback throughout my dissertation process. Additionally, I would not be where I am today
without the high quality mentorship from the faculty and clinical athletic training staffs at
Mercyhurst University, the University of Virginia, and Michigan State University. Thank you all
for believing in me and doing whatever you could to help me succeed. Lastly, I would like to
thank my family. To my parents, Mark and Barbara Beidler, thank you for giving me wings,
teaching me how to be a winner, and supporting me every step of the way on this crazy
adventure. To my brother, Dr. Matthew Beidler, thank you for setting the educational bar high,
pushing me to reach my full potential, and teaching me about plasma physics (kind of). To my
grandmother, Elizabeth Beidler, thank you for loving my rough edges and teaching me many life
lessons that make me proud to be an “E. Beidler”. To my husband, Ryan Johnson, you allowed
me to keep moving forward on a daily basis by wiping away all the blood, sweat, and tears that
went into this degree, and for that I am forever in your debt. Love you forever.

“Education is the most powerful weapon which you can use to change the world.”
– Nelson Mandela
iv
TABLE OF CONTENTS

LIST OF TABLES ................................................................................................................ viii

LIST OF FIGURES ................................................................................................................. ix

CHAPTER 1 .............................................................................................................................. 1
INTRODUCTION..................................................................................................................... 1
1.1. Overview of the Problem ............................................................................................... 1
1.2. Significance of the Problem ........................................................................................... 4
1.3. Purpose of the Study .................................................................................................... 10
1.4. Hypotheses ................................................................................................................... 10
1.5. Research Questions ..................................................................................................... 11
1.6. Operational Definition of Terms ................................................................................. 11
1.7. Limitations ................................................................................................................... 12

CHAPTER 2 ............................................................................................................................ 13
REVIEW OF LITERATURE ................................................................................................ 13
2.1. Introduction .................................................................................................................. 13
2.2. Concussion Definition ................................................................................................. 13
2.3. Epidemiology of Concussion ....................................................................................... 15
2.4. Mechanism of Concussion ........................................................................................... 20
2.5. Pathophysiology of Concussion .................................................................................. 25
2.6. Diagnosis of Concussion ............................................................................................. 28
2.6.1. Symptoms .......................................................................................................... 29
2.6.2. Sport Concussion Assessment Tool-3 ............................................................... 31
2.6.3. Balance Error Scoring System .......................................................................... 32
2.6.4. Computerized Neurocognitive Assessments ...................................................... 33
2.6.5. Vestibular and Ocular Motor Screening........................................................... 35
2.6.6. King-Devick ...................................................................................................... 37
2.7. Concussion Treatment and Return to Play .................................................................. 37
2.8. Long-Term Effects of Concussion ............................................................................... 42
2.8.1. Multiple Concussions ........................................................................................ 44
2.8.2. Post-Concussion Syndrome .............................................................................. 48
2.8.3. Second Impact Syndrome .................................................................................. 49
2.8.4. Chronic Traumatic Encephalopathy ................................................................. 50
2.9. Risk-Taking Behaviors ................................................................................................ 51
2.9.1. Definition and Background ............................................................................... 51
2.9.2. Previous Research in Sport ............................................................................... 56
2.9.3. Previous Research in Concussion and Mild Traumatic Brain Injury ............... 60
2.9.4. Importance to Sports-Related Concussion........................................................ 63
2.10 Sensation Seeking Needs ............................................................................................ 64
2.10.1. Definition and Background ............................................................................... 64
2.10.2. Previous Research in Sport ............................................................................... 66
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2.10.3. Previous Research in Concussion and Mild Traumatic Brain Injury............... 71
2.10.4. Importance to Sport-Related Concussion ......................................................... 75
2.11 Mood States ................................................................................................................ 76
2.11.1. Definition and Background ............................................................................... 76
2.11.2. Previous Research in Sport ............................................................................... 78
2.11.3. Previous Research in Concussion and Mild Traumatic Brain Injury............... 85
2.11.4. Importance to Sport-Related Concussion ......................................................... 94
2.12 Personality Traits ........................................................................................................ 96
2.12.1. Definition and Background ............................................................................... 96
2.12.2. Previous Research in Sport ............................................................................. 100
2.12.3. Previous Research in Concussion and Mild Traumatic Brain Injury............. 103
2.12.4. Importance to Sport-Related Concussion ....................................................... 106

CHAPTER 3 .......................................................................................................................... 108
METHODOLOGY ............................................................................................................... 108
3.1. Purpose ...................................................................................................................... 108
3.2. Research Design ........................................................................................................ 108
3.3. Sample Population and Participant Selection ............................................................ 109
3.4. Instrumentation .......................................................................................................... 109
3.5. Data Collection and Management ............................................................................. 112
3.6. Data Analysis ............................................................................................................. 113

CHAPTER 4 .......................................................................................................................... 116
RESULTS .............................................................................................................................. 116
4.1. Subject Demographics ............................................................................................... 116
4.2. Risk-Taking Behaviors .............................................................................................. 120
4.3. Sensation Seeking Needs ........................................................................................... 125
4.4. Mood States ............................................................................................................... 128
4.5. Personality Traits ....................................................................................................... 131
4.6. Sport-Related Concussion Predictors ........................................................................ 134

CHAPTER 5 .......................................................................................................................... 135
DISCUSSION ........................................................................................................................ 135
5.1. Overview .................................................................................................................... 135
5.2. Risk-Taking Behaviors .............................................................................................. 135
5.3. Sensation Seeking Needs ........................................................................................... 138
5.4. Mood States ............................................................................................................... 140
5.5. Personality Traits ....................................................................................................... 143
5.6. Limitations ................................................................................................................. 145
5.7. Future Research Considerations ................................................................................ 147
5.8. Conclusion ................................................................................................................. 148

APPENDICES ....................................................................................................................... 150
Appendix A: Informed Consent ........................................................................................ 151
Appendix B: Demographic Information ........................................................................... 153
Appendix C: Sport-Related Concussion History .............................................................. 156
vi
Appendix D: Big Five Inventory ...................................................................................... 159
Appendix E: Barratt Impulsiveness Scale ......................................................................... 161
Appendix F: Brunel Mood Scale ...................................................................................... 162
Appendix G: Brief Sensation Seeking Scale .................................................................... 163
Appendix H: Michigan State University Institutional Review Board Approval Letter .... 164

REFERENCES ...................................................................................................................... 165

vii
LIST OF TABLES

Table 1. Participant Personal Demographics ..................................................................... 118
Table 2. Participant Sport Demographics .......................................................................... 119
Table 3. SRC Group Psychological Variable Means and Effect Size Comparisons ....... 122

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