INTERMEDIATE GUIDE TO CONCUSSIONS

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1 INTERMEDIATE GUIDE TO CONCUSSIONS (Recommended for Grade 4 Grade 8) Lesson: Recovering from a Concussion Focus: Recognizing Concussion Symptoms and Return to Play Guidelines Curriculum: - Personal and Social Development- demonstrate an awareness of health and safety practices - Health and Physical Activity- recognize concussion symptoms and make conscious decisions regarding recovery from concussions and the importance of seeking assistance. Content: - Vocabulary: Brain, Spinal cord, skull, nerves, concussion - The brain is important because it is where information is processed and stored - A concussion is a type of brain injury - Highlight some key symptoms of a concussion - REST is primary treatment for a concussion. - 6 Step Return to Play Guideline Materials Provided: - Label and Describe Function- Brainy Activity Sheet (IC-A) - Recovering Brain: Charging Battery Activity Sheet (IC-B) - Charging Battery Activity Scenario Cards (IC-C) Pre-Lesson Preparation: - Photocopy Label and Describe Function- Brainy Activity Sheet (IC- A) for each student - Concussions 101, a Primer for Kids and Parents Video: Dr. Mike Evans (http://www.youtube.com/watch?v=zccd52pty4a) - Print out Recovering Brain: Charging Battery Activity Sheet (IC-B) - Print and cut out scenario cards on Charging Battery Activity Scenario Cards (IC-C) and collect in bag.!"#$,

2 2 Lesson Introduction: - Review Basic Anatomy: Brain, skull, spinal cord (Can refer to Grade 4 Lesson 1 for more information). The brain is very important; it is where our thoughts, memories, sensations, perceptions, etc are processed and stored. The spinal cord connects the brain to nerves in the rest of the body. The brain is protected in the skull, which is made up of thick bone. - Teacher can instruct students to label and describe the functions of the marked features on the Label and Describe Brainy Activity sheet (IC-A). The answers are provided in the IC-A (Teacher s) resource. - Introduce Concept of Concussions : Ask how many students know they have had a concussion before? Does anyone in the class know what a concussion is? Ø A Concussion is a type of brain injury caused by hard hit/blow to the head. This hit causes the brain to jostle back and forth in the skull. Recommended analogy: Cake in a box: need to be careful not to shake the box too much as if the cake touches the sides of the box, it will get damaged. Brain injury can occur if the brain bumps into the sides of skull. - Play Concussions 101, A Primer for Kids and Parents to provide students with overview of concussions. - Recognize Concussion Symptoms: Ask students to name some of the key concussion symptoms. Recommend writing out symptoms on board. Summary table of symptoms is below. Common Concussion Symptoms: PHYSICAL COGNITIVE (THINKING) EMOTIONAL Blanking out for a moment Being confused I don t feel like myself Headache Throwing up/ feeling like it Can t remember as well as before Find it hard to focus/concentrate Sadness Moody, grumpy (irritable) Pressure in the head Feeling like in a fog Nervous or anxious Dizziness Tired (low energy) Lights or noise bother me

3 3 Learning Activities: - Recovery: Emphasise that recovering from a concussion takes time. It is important to see a medical practitioner to help with recognition and management of concussion symptoms, and the recovery process. - Introduce 6 Step Return to Play Guidelines: This guideline outlines steps a person who has suffered a concussion needs to follow in order to resume their normal activities and recover effectively. - Note: These 6 steps do not correspond to days, rather phases. The length of time a person will be at a particular step will vary; the minimum for each step being 1 day. Children and adolescents can take double the time to progress through the steps. - Should symptoms re-occur at any point along the 6 step process, it is important that the person return to the previous step in the process. (Note: Should symptoms reoccur or persist a physician needs to be consulted). - Refer to detailed summary of the 6 Step Return to Play Guidelines below. Teachers can elaborate with the class if required. - The Charging Battery Activity: Activity Sheet (IC-B) provided will be used for this activity, which will familiarize students with the Return to Play Guidelines. - Introduction to Charging Battery Activity: We know the brain plays a vital role in the body. When recovering from a concussion the brain needs to conserve resources, and limit stress. The 6 Step Return to Play Guideline aims to create conditions for the brain to recover by gradually increasing activity and strain on the recovering brain. We can think of the brain as a charging battery as it recovers from a concussion. As the person progresses along the 6 step Return to Play Guideline they move closer to fully charged. However, if a symptom should reappear, they need to take a step back because the brain was not yet ready for the added stress. - Introduce activity scenario: Chris was skateboarding after school when he tripped on the uneven path and fell. He hit his head on the road and suspects he might have a concussion. Teacher can ask class what symptoms Chris should be aware of. (Dizziness, tiredness, confusion Refer to common Concussion Symptoms Table) - Activity Instructions: Explain that scenarios drawn from bag might occur during Chris s recovery from his concussion. - Teacher will select students to randomly pick scenario cards from the bag (cut out from IC-C). - For each scenario the teacher will lead the class in a discussion on whether or not Chris can proceed to the next level in his recovery or return to the previous step. With each pick, Chris will move closer to, or further from step 6 (Game Play!).

4 4 6 Step Return to Play Guidelines: REHABILITATION STAGE FUNCTIONAL EXERCISE OBJECTIVE OF EACH STAGE 1) No activity Complete physical and cognitive rest Recovery 2) Light aerobic exercise Walking, swimming or stationary cycling. No resistance training. Increase Heart Rate 3) Sport-specific exercise Skating drills in ice hockey, running drills in soccer. No head impact activities. Add movement 4) Non-contact training drills Progression to more complex training drills (e.g. Passing drills in football and ice hockey.) May start progressive resistance training. Exercise, coordination, cognitive load 5) Full contact practice On field practice with body contact, once cleared by a doctor. Restore confidence, assessment of functional skills by coaching staff 6) Return to play Normal game play Closure: - Ask students to explain what a concussion is, and what is the primary treatment v Concussion is type of brain injury, the primary treatment is REST! Writer: James D Souza

5 5 IC-A Label and Describe Function Brainy

6 6 Label and Describe Function Teacher s Resource IC-A (Teacher s) Brain Control Center! Processes and stores information. Skull: Protects the brain. Spinal Cord: Connects nerves to brain. Spine: made up of 26 vertebrae (bones) which protect the spinal cord. Nerves: transmit signals throughout the body. Connect to the spinal cord. Brainy

7 7

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