The issue of concussion in sport is a matter of global public interest that is currently under dispute by educational, legal, and medical professionals and scientists. In this article we discuss the problem from philosophical, bioethical, and sports ethical perspectives. We articulate conceptual differences in approaches to definition and therefore diagnosis of concussion. We critically review similarities and differences in the leading consensus statements that guide the treatment of concussion diagnosis and treatment in sports. We then present a series of ethical problems including issues that relate to paternalistic intervention in the lives of athletes in order to prevent harm to athletes, conflicting and competing interests, and confidentiality.
Michael J. McNamee, Bradley Partridge, and Lynley Anderson
Carl G. Maaasola and Gregoq A. Mattacola
Column-editor : Michael G. Dolan
Column-editor : James M. Mensch
Sarah A. McGraw, Christopher R. Deubert, Holly Fernandez Lynch, Alixandra Nozzolillo, Lauren Taylor, and I. Glenn Cohen
sent a $100 gift card following the interview. The Harvard University Committee on the Use of Human Subjects, the University’s Institutional Review Board, approved the research. To further protect the research participants’ identities, we obtained a Certificate of Confidentiality from the National
Samuel Porter, Noora Ronkainen, Richard Sille, and Martin Eubank
confidentiality is maintained. Hannah granted consent prior to publication. To understand the client’s challenges, it is important to frame the current landscape in women’s football—a sport that has recently experienced several collective critical moments ( Nesti et al., 2012 ; Sleeman & Ronkainen, 2020 ). In
Nick Wadsworth, Ben Paszkowec, and Martin Eubank
times for the first team. Due to the unique circumstances of the client involved in this particular case study, an array of identifiable information has been omitted to ensure that complete confidentiality is maintained. This case study provides a snapshot into the 12-month consultancy process with C
Ric Lovell, Sam Halley, Jason Siegler, Tony Wignell, Aaron J. Coutts, and Tim Massard
measurement, 11 players were instructed to first view the verbal expressions of the scale and then to report a corresponding number according to their perception of effort. The ratings were provided in a confidential manner to a research assistant and were not disclosed to peers or coaches for the duration
Susan J. Grossman and Joe Gieck
A new model for substance abuse prevention for athletic teams is described. This model employs the concept of peer education but has each team elect members they regard as leaders to become the peer educators. These student athletes are then trained to work as internal resources for their respective teams. Their roles include serving as resources for teammates who may already suffer from AOD problems. An equally important role is as a prevention specialist in helping to arrange presentations on issues that are pertinent to a particular team. In order for this model to run effectively, certain elements must be built in from the outset. These include ongoing support from the athletic director, an AOD prevention professional to administer the program who is not directly connected to the athletic department, and anonymity and confidentiality for the athletes recruited as peer educators.
Consulting issues that confront applied sport psychology personnel in gaining entry to working with athletic teams on a long-term basis are discussed. Barriers to entry are examined at the onset and it is emphasized that these obstacles must be overcome by all consultants. Strategies for overcoming such barriers include establishing respect and trust of key athletic personnel, gaining the head coach’s respect, knowing the sport, becoming knowledgeable of the coach’s orientation and team dynamics, gaining support at all levels of the organization, clarifying services to be provided, and making presentations to coaching staffs and athletes. Additional guidelines are discussed in an effort to better clarify the role of the applied sport psychology consultant. These include clarifying one’s own consulting needs, maintaining confidentiality, the need for open and honest communication, support demonstrated by coaches, and collecting research data while consulting.