Optimizing Order of Administration for Concussion Baseline Assessment Among NCAA Student-Athletes and Military Cadets
Background Concussion pre-injury (i.e., baseline) assessments serve as a benchmark comparison point in the event an individual sustains a concussion and allows clinicians to compare to post-injury measures. However, baseline assessments must reflect the individual’s true and most optimized performan...
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| Veröffentlicht in: | Sports medicine (Auckland) 2022, Vol.52 (1), p.165-176 |
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| creator | Lempke, Landon B. Lynall, Robert C. Anderson, Melissa N. McCrea, Michael A. McAllister, Thomas W. Broglio, Steven P. Schmidt, Julianne D. |
| description | Background
Concussion pre-injury (i.e., baseline) assessments serve as a benchmark comparison point in the event an individual sustains a concussion and allows clinicians to compare to post-injury measures. However, baseline assessments must reflect the individual’s true and most optimized performance to serve as a useful comparison. Mental fatigue and motivation throughout baseline testing may alter individual assessment performance, indicating an order of administration (OoA) may play an influential role in assessment outcomes.
Objective
To examine the influence concussion baseline battery OoA has on symptom, postural stability, cognitive screening, and computerized neurocognitive test outcomes.
Methods
We employed a retrospective observational cohort study to examine healthy collegiate student-athletes and military cadets (
n
= 2898, 19.0 ± 1.4 years, 66.1% male, 75.6% white, 54.4% Division-I) baseline assessment performance on the Sport Concussion Assessment Tool (SCAT; total symptom number and severity), Balance Error Scoring System (BESS; total error scores), Standardized Assessment of Concussion (SAC; total score), and Immediate Post-Concussion Assessment and Cognitive Testing (ImPACT) domain scores (verbal and visual memory, visual-motor speed, reaction time). Assessments were binned to beginning, middle, or end tertiles based upon OoA. We used one-way ANOVAs with Tukey post-hoc t tests, 95% confidence intervals (CI), and Cohen’s
d
effect sizes for significant models (
α
= 0.05).
Results
SCAT total symptom number (mean difference = 2.23; 95% CI 1.76–2.70;
d
= 0.49,
p
|
| doi_str_mv | 10.1007/s40279-021-01493-y |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_miscellaneous_2541323098</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>2541323098</sourcerecordid><originalsourceid>FETCH-LOGICAL-c375t-dba269a0f251bc3e54229685b76f30e42a8c772abb09abf3b95823fbe2b5911b3</originalsourceid><addsrcrecordid>eNp9kU1v1DAQhi1ERZfCH-CALHHhEmqP4yQ-hogvqbAH4GzZiVNcJfbicQ7bX4_LFpA49GR55pnXHj2EvODsDWesvcSaQasqBrxivFaiOj4iO85LCZiQj8mOcQ4Vb2o4J08RbxhjsqvhCTkXNQcFwHdk2x-yX_2tD9d0nyaXaJxpP60-eMzJZB8DnWOiQwzjhnh3fWvQLT442iM6xNWFTPs1loAvQ9_Tr3mbSqnq84_FZYfUhIl-9ovPJh3pYCaX8Rk5m82C7vn9eUG-v3_3bfhYXe0_fBr6q2oUrczVZA00yrAZJLejcLIGUE0nbdvMgrkaTDe2LRhrmTJ2FlbJDsRsHVipOLfigrw-5R5S_Lk5zHr1OLplMcHFDTXImgsQTHUFffUfehO3FMrvNDTAedc0IAoFJ2pMETG5WR-SX8timjN9J0WfpOgiRf-Woo9l6OV99GZXN_0d-WOhAOIEYGmFa5f-vf1A7C_wCphU</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2621186623</pqid></control><display><type>article</type><title>Optimizing Order of Administration for Concussion Baseline Assessment Among NCAA Student-Athletes and Military Cadets</title><source>MEDLINE</source><source>Springer Nature - Complete Springer Journals</source><creator>Lempke, Landon B. ; Lynall, Robert C. ; Anderson, Melissa N. ; McCrea, Michael A. ; McAllister, Thomas W. ; Broglio, Steven P. ; Schmidt, Julianne D.</creator><creatorcontrib>Lempke, Landon B. ; Lynall, Robert C. ; Anderson, Melissa N. ; McCrea, Michael A. ; McAllister, Thomas W. ; Broglio, Steven P. ; Schmidt, Julianne D. ; CARE Consortium Investigators</creatorcontrib><description>Background
Concussion pre-injury (i.e., baseline) assessments serve as a benchmark comparison point in the event an individual sustains a concussion and allows clinicians to compare to post-injury measures. However, baseline assessments must reflect the individual’s true and most optimized performance to serve as a useful comparison. Mental fatigue and motivation throughout baseline testing may alter individual assessment performance, indicating an order of administration (OoA) may play an influential role in assessment outcomes.
Objective
To examine the influence concussion baseline battery OoA has on symptom, postural stability, cognitive screening, and computerized neurocognitive test outcomes.
Methods
We employed a retrospective observational cohort study to examine healthy collegiate student-athletes and military cadets (
n
= 2898, 19.0 ± 1.4 years, 66.1% male, 75.6% white, 54.4% Division-I) baseline assessment performance on the Sport Concussion Assessment Tool (SCAT; total symptom number and severity), Balance Error Scoring System (BESS; total error scores), Standardized Assessment of Concussion (SAC; total score), and Immediate Post-Concussion Assessment and Cognitive Testing (ImPACT) domain scores (verbal and visual memory, visual-motor speed, reaction time). Assessments were binned to beginning, middle, or end tertiles based upon OoA. We used one-way ANOVAs with Tukey post-hoc t tests, 95% confidence intervals (CI), and Cohen’s
d
effect sizes for significant models (
α
= 0.05).
Results
SCAT total symptom number (mean difference = 2.23; 95% CI 1.76–2.70;
d
= 0.49,
p
< 0.001) and severity (mean difference = 5.58; 95% CI 4.42–6.74;
d
= 0.50;
p
< 0.001) were lower when completed at the end of baseline testing compared to the middle. Total BESS errors were 1.06 lower when completed at the middle relative to the end (95% CI 0.43–1.69;
d
= 0.17;
p
= 0.001). Total SAC scores were better at the beginning relative to middle (mean difference = 0.58; 95% CI 0.25–0.90;
d
= 0.33;
p
< 0.001) and end (mean difference = 0.44; 95% CI 0.16–0.73;
d
= 0.24;
p
= 0.001). Verbal memory, visual memory, and reaction time performance were highest at the beginning (
p
≤ 0.002), while visual-motor speed performance was highest at the middle (
p
= 0.001).
Conclusion
Completing baseline assessments in the order of (1) ImPACT, (2) SAC, (3) BESS, and (4) SCAT symptom checklist may improve performance across assessments collectively. Clinicians and researchers should consider completing baseline assessments in this order when possible to potentially aid in optimizing concussion baseline assessment performance and maximize post-concussion comparisons.</description><identifier>ISSN: 0112-1642</identifier><identifier>EISSN: 1179-2035</identifier><identifier>DOI: 10.1007/s40279-021-01493-y</identifier><identifier>PMID: 34129221</identifier><language>eng</language><publisher>Cham: Springer International Publishing</publisher><subject>Adolescent ; Athletes ; Athletic Injuries - diagnosis ; Balance ; Brain Concussion - diagnosis ; Brain research ; Cognition ; Cognitive ability ; Concussion ; Consortia ; Fatigue ; Female ; Humans ; Male ; Medicine ; Medicine & Public Health ; Memory ; Military Personnel ; Motivation ; Motor task performance ; Neuropsychological Tests ; Original Research Article ; Reaction time task ; Research and Education (CARE) Consortium ; Retrospective Studies ; Sensorimotor integration ; Sports Medicine ; Student athletes ; Students ; The NCAA-DoD Concussion Assessment ; Traumatic brain injury ; Young Adult</subject><ispartof>Sports medicine (Auckland), 2022, Vol.52 (1), p.165-176</ispartof><rights>The Author(s), under exclusive licence to Springer Nature Switzerland AG 2021</rights><rights>2021. The Author(s), under exclusive licence to Springer Nature Switzerland AG.</rights><rights>Copyright Springer Nature B.V. Jan 2022</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c375t-dba269a0f251bc3e54229685b76f30e42a8c772abb09abf3b95823fbe2b5911b3</citedby><cites>FETCH-LOGICAL-c375t-dba269a0f251bc3e54229685b76f30e42a8c772abb09abf3b95823fbe2b5911b3</cites><orcidid>0000-0003-0007-1362</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.1007/s40279-021-01493-y$$EPDF$$P50$$Gspringer$$H</linktopdf><linktohtml>$$Uhttps://link.springer.com/10.1007/s40279-021-01493-y$$EHTML$$P50$$Gspringer$$H</linktohtml><link.rule.ids>314,776,780,27901,27902,41464,42533,51294</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/34129221$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Lempke, Landon B.</creatorcontrib><creatorcontrib>Lynall, Robert C.</creatorcontrib><creatorcontrib>Anderson, Melissa N.</creatorcontrib><creatorcontrib>McCrea, Michael A.</creatorcontrib><creatorcontrib>McAllister, Thomas W.</creatorcontrib><creatorcontrib>Broglio, Steven P.</creatorcontrib><creatorcontrib>Schmidt, Julianne D.</creatorcontrib><creatorcontrib>CARE Consortium Investigators</creatorcontrib><title>Optimizing Order of Administration for Concussion Baseline Assessment Among NCAA Student-Athletes and Military Cadets</title><title>Sports medicine (Auckland)</title><addtitle>Sports Med</addtitle><addtitle>Sports Med</addtitle><description>Background
Concussion pre-injury (i.e., baseline) assessments serve as a benchmark comparison point in the event an individual sustains a concussion and allows clinicians to compare to post-injury measures. However, baseline assessments must reflect the individual’s true and most optimized performance to serve as a useful comparison. Mental fatigue and motivation throughout baseline testing may alter individual assessment performance, indicating an order of administration (OoA) may play an influential role in assessment outcomes.
Objective
To examine the influence concussion baseline battery OoA has on symptom, postural stability, cognitive screening, and computerized neurocognitive test outcomes.
Methods
We employed a retrospective observational cohort study to examine healthy collegiate student-athletes and military cadets (
n
= 2898, 19.0 ± 1.4 years, 66.1% male, 75.6% white, 54.4% Division-I) baseline assessment performance on the Sport Concussion Assessment Tool (SCAT; total symptom number and severity), Balance Error Scoring System (BESS; total error scores), Standardized Assessment of Concussion (SAC; total score), and Immediate Post-Concussion Assessment and Cognitive Testing (ImPACT) domain scores (verbal and visual memory, visual-motor speed, reaction time). Assessments were binned to beginning, middle, or end tertiles based upon OoA. We used one-way ANOVAs with Tukey post-hoc t tests, 95% confidence intervals (CI), and Cohen’s
d
effect sizes for significant models (
α
= 0.05).
Results
SCAT total symptom number (mean difference = 2.23; 95% CI 1.76–2.70;
d
= 0.49,
p
< 0.001) and severity (mean difference = 5.58; 95% CI 4.42–6.74;
d
= 0.50;
p
< 0.001) were lower when completed at the end of baseline testing compared to the middle. Total BESS errors were 1.06 lower when completed at the middle relative to the end (95% CI 0.43–1.69;
d
= 0.17;
p
= 0.001). Total SAC scores were better at the beginning relative to middle (mean difference = 0.58; 95% CI 0.25–0.90;
d
= 0.33;
p
< 0.001) and end (mean difference = 0.44; 95% CI 0.16–0.73;
d
= 0.24;
p
= 0.001). Verbal memory, visual memory, and reaction time performance were highest at the beginning (
p
≤ 0.002), while visual-motor speed performance was highest at the middle (
p
= 0.001).
Conclusion
Completing baseline assessments in the order of (1) ImPACT, (2) SAC, (3) BESS, and (4) SCAT symptom checklist may improve performance across assessments collectively. Clinicians and researchers should consider completing baseline assessments in this order when possible to potentially aid in optimizing concussion baseline assessment performance and maximize post-concussion comparisons.</description><subject>Adolescent</subject><subject>Athletes</subject><subject>Athletic Injuries - diagnosis</subject><subject>Balance</subject><subject>Brain Concussion - diagnosis</subject><subject>Brain research</subject><subject>Cognition</subject><subject>Cognitive ability</subject><subject>Concussion</subject><subject>Consortia</subject><subject>Fatigue</subject><subject>Female</subject><subject>Humans</subject><subject>Male</subject><subject>Medicine</subject><subject>Medicine & Public Health</subject><subject>Memory</subject><subject>Military Personnel</subject><subject>Motivation</subject><subject>Motor task performance</subject><subject>Neuropsychological Tests</subject><subject>Original Research Article</subject><subject>Reaction time task</subject><subject>Research and Education (CARE) Consortium</subject><subject>Retrospective Studies</subject><subject>Sensorimotor integration</subject><subject>Sports Medicine</subject><subject>Student athletes</subject><subject>Students</subject><subject>The NCAA-DoD Concussion Assessment</subject><subject>Traumatic brain injury</subject><subject>Young Adult</subject><issn>0112-1642</issn><issn>1179-2035</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2022</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>BENPR</sourceid><recordid>eNp9kU1v1DAQhi1ERZfCH-CALHHhEmqP4yQ-hogvqbAH4GzZiVNcJfbicQ7bX4_LFpA49GR55pnXHj2EvODsDWesvcSaQasqBrxivFaiOj4iO85LCZiQj8mOcQ4Vb2o4J08RbxhjsqvhCTkXNQcFwHdk2x-yX_2tD9d0nyaXaJxpP60-eMzJZB8DnWOiQwzjhnh3fWvQLT442iM6xNWFTPs1loAvQ9_Tr3mbSqnq84_FZYfUhIl-9ovPJh3pYCaX8Rk5m82C7vn9eUG-v3_3bfhYXe0_fBr6q2oUrczVZA00yrAZJLejcLIGUE0nbdvMgrkaTDe2LRhrmTJ2FlbJDsRsHVipOLfigrw-5R5S_Lk5zHr1OLplMcHFDTXImgsQTHUFffUfehO3FMrvNDTAedc0IAoFJ2pMETG5WR-SX8timjN9J0WfpOgiRf-Woo9l6OV99GZXN_0d-WOhAOIEYGmFa5f-vf1A7C_wCphU</recordid><startdate>2022</startdate><enddate>2022</enddate><creator>Lempke, Landon B.</creator><creator>Lynall, Robert C.</creator><creator>Anderson, Melissa N.</creator><creator>McCrea, Michael A.</creator><creator>McAllister, Thomas W.</creator><creator>Broglio, Steven P.</creator><creator>Schmidt, Julianne D.</creator><general>Springer International Publishing</general><general>Springer Nature B.V</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>3V.</scope><scope>4T-</scope><scope>7QP</scope><scope>7RV</scope><scope>7TS</scope><scope>7U9</scope><scope>7X7</scope><scope>7XB</scope><scope>88E</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>H94</scope><scope>K9.</scope><scope>KB0</scope><scope>M0S</scope><scope>M1P</scope><scope>M7N</scope><scope>NAPCQ</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>7X8</scope><orcidid>https://orcid.org/0000-0003-0007-1362</orcidid></search><sort><creationdate>2022</creationdate><title>Optimizing Order of Administration for Concussion Baseline Assessment Among NCAA Student-Athletes and Military Cadets</title><author>Lempke, Landon B. ; Lynall, Robert C. ; Anderson, Melissa N. ; McCrea, Michael A. ; McAllister, Thomas W. ; Broglio, Steven P. ; Schmidt, Julianne D.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c375t-dba269a0f251bc3e54229685b76f30e42a8c772abb09abf3b95823fbe2b5911b3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2022</creationdate><topic>Adolescent</topic><topic>Athletes</topic><topic>Athletic Injuries - diagnosis</topic><topic>Balance</topic><topic>Brain Concussion - diagnosis</topic><topic>Brain research</topic><topic>Cognition</topic><topic>Cognitive ability</topic><topic>Concussion</topic><topic>Consortia</topic><topic>Fatigue</topic><topic>Female</topic><topic>Humans</topic><topic>Male</topic><topic>Medicine</topic><topic>Medicine & Public Health</topic><topic>Memory</topic><topic>Military Personnel</topic><topic>Motivation</topic><topic>Motor task performance</topic><topic>Neuropsychological Tests</topic><topic>Original Research Article</topic><topic>Reaction time task</topic><topic>Research and Education (CARE) Consortium</topic><topic>Retrospective Studies</topic><topic>Sensorimotor integration</topic><topic>Sports Medicine</topic><topic>Student athletes</topic><topic>Students</topic><topic>The NCAA-DoD Concussion Assessment</topic><topic>Traumatic brain injury</topic><topic>Young Adult</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Lempke, Landon B.</creatorcontrib><creatorcontrib>Lynall, Robert C.</creatorcontrib><creatorcontrib>Anderson, Melissa N.</creatorcontrib><creatorcontrib>McCrea, Michael A.</creatorcontrib><creatorcontrib>McAllister, Thomas W.</creatorcontrib><creatorcontrib>Broglio, Steven P.</creatorcontrib><creatorcontrib>Schmidt, Julianne D.</creatorcontrib><creatorcontrib>CARE Consortium Investigators</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>ProQuest Central (Corporate)</collection><collection>Docstoc</collection><collection>Calcium & Calcified Tissue Abstracts</collection><collection>Proquest Nursing & Allied Health Source</collection><collection>Physical Education Index</collection><collection>Virology and AIDS Abstracts</collection><collection>Health & Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Medical Database (Alumni Edition)</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>AIDS and Cancer Research Abstracts</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Nursing & Allied Health Database (Alumni Edition)</collection><collection>Health & Medical Collection (Alumni Edition)</collection><collection>Medical Database</collection><collection>Algology Mycology and Protozoology Abstracts (Microbiology C)</collection><collection>Nursing & Allied Health Premium</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>MEDLINE - Academic</collection><jtitle>Sports medicine (Auckland)</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Lempke, Landon B.</au><au>Lynall, Robert C.</au><au>Anderson, Melissa N.</au><au>McCrea, Michael A.</au><au>McAllister, Thomas W.</au><au>Broglio, Steven P.</au><au>Schmidt, Julianne D.</au><aucorp>CARE Consortium Investigators</aucorp><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Optimizing Order of Administration for Concussion Baseline Assessment Among NCAA Student-Athletes and Military Cadets</atitle><jtitle>Sports medicine (Auckland)</jtitle><stitle>Sports Med</stitle><addtitle>Sports Med</addtitle><date>2022</date><risdate>2022</risdate><volume>52</volume><issue>1</issue><spage>165</spage><epage>176</epage><pages>165-176</pages><issn>0112-1642</issn><eissn>1179-2035</eissn><abstract>Background
Concussion pre-injury (i.e., baseline) assessments serve as a benchmark comparison point in the event an individual sustains a concussion and allows clinicians to compare to post-injury measures. However, baseline assessments must reflect the individual’s true and most optimized performance to serve as a useful comparison. Mental fatigue and motivation throughout baseline testing may alter individual assessment performance, indicating an order of administration (OoA) may play an influential role in assessment outcomes.
Objective
To examine the influence concussion baseline battery OoA has on symptom, postural stability, cognitive screening, and computerized neurocognitive test outcomes.
Methods
We employed a retrospective observational cohort study to examine healthy collegiate student-athletes and military cadets (
n
= 2898, 19.0 ± 1.4 years, 66.1% male, 75.6% white, 54.4% Division-I) baseline assessment performance on the Sport Concussion Assessment Tool (SCAT; total symptom number and severity), Balance Error Scoring System (BESS; total error scores), Standardized Assessment of Concussion (SAC; total score), and Immediate Post-Concussion Assessment and Cognitive Testing (ImPACT) domain scores (verbal and visual memory, visual-motor speed, reaction time). Assessments were binned to beginning, middle, or end tertiles based upon OoA. We used one-way ANOVAs with Tukey post-hoc t tests, 95% confidence intervals (CI), and Cohen’s
d
effect sizes for significant models (
α
= 0.05).
Results
SCAT total symptom number (mean difference = 2.23; 95% CI 1.76–2.70;
d
= 0.49,
p
< 0.001) and severity (mean difference = 5.58; 95% CI 4.42–6.74;
d
= 0.50;
p
< 0.001) were lower when completed at the end of baseline testing compared to the middle. Total BESS errors were 1.06 lower when completed at the middle relative to the end (95% CI 0.43–1.69;
d
= 0.17;
p
= 0.001). Total SAC scores were better at the beginning relative to middle (mean difference = 0.58; 95% CI 0.25–0.90;
d
= 0.33;
p
< 0.001) and end (mean difference = 0.44; 95% CI 0.16–0.73;
d
= 0.24;
p
= 0.001). Verbal memory, visual memory, and reaction time performance were highest at the beginning (
p
≤ 0.002), while visual-motor speed performance was highest at the middle (
p
= 0.001).
Conclusion
Completing baseline assessments in the order of (1) ImPACT, (2) SAC, (3) BESS, and (4) SCAT symptom checklist may improve performance across assessments collectively. Clinicians and researchers should consider completing baseline assessments in this order when possible to potentially aid in optimizing concussion baseline assessment performance and maximize post-concussion comparisons.</abstract><cop>Cham</cop><pub>Springer International Publishing</pub><pmid>34129221</pmid><doi>10.1007/s40279-021-01493-y</doi><tpages>12</tpages><orcidid>https://orcid.org/0000-0003-0007-1362</orcidid></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0112-1642 |
| ispartof | Sports medicine (Auckland), 2022, Vol.52 (1), p.165-176 |
| issn | 0112-1642 1179-2035 |
| language | eng |
| recordid | cdi_proquest_miscellaneous_2541323098 |
| source | MEDLINE; Springer Nature - Complete Springer Journals |
| subjects | Adolescent Athletes Athletic Injuries - diagnosis Balance Brain Concussion - diagnosis Brain research Cognition Cognitive ability Concussion Consortia Fatigue Female Humans Male Medicine Medicine & Public Health Memory Military Personnel Motivation Motor task performance Neuropsychological Tests Original Research Article Reaction time task Research and Education (CARE) Consortium Retrospective Studies Sensorimotor integration Sports Medicine Student athletes Students The NCAA-DoD Concussion Assessment Traumatic brain injury Young Adult |
| title | Optimizing Order of Administration for Concussion Baseline Assessment Among NCAA Student-Athletes and Military Cadets |
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