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Sports Concussions and Traumatic Brain Injury

For this week’s discussion, be sure you have read the article "Neurological consequences of traumatic brain injuries in sports,” by Helen Ling, John Hardy, and Henrik Zetterberg. This reading is available through the following link: http://dx.doi.org/10.1016/j.mcn.2015.03.012.

 

Ling, H., Hardy, J., & Zetterberg, H. (2015). Neurological consequences of traumatic brain injuries in sports. Molecular and Cellular Neuroscience . Amsterdam, Netherlands: Elsevier. Article in Press.

 

Professional as well as amateur athletes in contact sports including football, soccer, boxing and hockey are at risk for repeated concussions. Fortunately, the medical community is examining the long-term effects of repeated concussions or traumatic brain injuries (TBIs) on athletes with the goal of identifying preventative measures as well as treatments. In 2012, the National Football League donated $30 million dollars to the Foundation for the National Institutes of Health to support research in brain injuries. The Ling et al. article from this week’s assigned reading discusses how chronic brain injuries lead to chronic traumatic encephalopathy (CTE), a progressive degenerative disease including memory loss, confusion, aggression, depression, abnormal impulse control, impaired judgment, and ultimately dementia.

 

In this week’s Discussion, respond to the following:

 

What are the types of brain injuries that occur in high-impact sports?

At the cellular level, how are neurons and glia believed to be affected by TBIs?

What are the macroscopic features (neuropathology) of chronic TBI? How is the structure of the brain affected?

Do you think enough is currently being done to protect amateur and/or professional players? Why or why not?

Do you believe there should be new rules and regulations and/or development of new protective gear? Why or why not?

What do you think should be done to protect professional players from TBIs? Would you recommend the same interventions for amateur players? Why or why not?

How would you advise a friend about their participation in professional football regarding repeated concussions?

 

this here go with the discussion at the top

 

Please be sure to read the assigned text for this discussion board: 

http://dx.doi.org/10.1016/j.mcn.2015.03.012.

Furthermore, I encourage everyone to look closely at Figure 1 from the assigned article for this discussion board.  It nicely depicts the injuries to the brain down to the specific injuries to neurons and glia.  I have include a copy of the image below.



Schematic illustration of the proposed cascade of events triggered by acute TBIs ...

Ling, H., Hardy, J., & Zetterberg, H. (2015). Neurological consequences of traumatic brain injuries in sports. Molecular and Cellular Neuroscience . Amsterdam, Netherlands: Elsevier. Article in Press.

 

 

 

 

 

this the second discussion

 

 

 

 

 

Concept Explorations

 

Select a valuable science learning station similar to the ones in your text that you can implement in your classroom and include a description of the station. 
Your description should: 

• include the age group the activity is geared to: 0–4months, 5–12 months, 2–4 years old, or 5–8 years old 
• share what the students will do at the station and what you expect them to learn 
• discuss how to create environments that capture the curiosity and interest of young children and how to incorporate the five senses 
• Share how you would prepare engaging explorations that focus on different science topics. What are some ways to find out the children’s interests?

 

here is the tips for this one

 

 

Tips for this week's post--please read!
 
 
 

Some good topics to consider for a science station (center) might be:

·        Astronomy/Space

·       Birds/Reptiles/Mammals/Insects

·       Clouds

·       Leaves/Seeds/Rocks

·       Sun/Shadows

·       Water/Sand/Wind

·       Light & Color (primary colors, how is light made, speed of light, etc.)

·       Gravity/Mass & Weight/Chemical Reactions/Magnifying glasses,  etc.

·       Or come up with your own topic!

Part 1: Your station does not necessarily have to be an experiment, it can be independent exploration or experiences.  Remember, a station means the children are working in small groups and are actively exploring.  It is not a direct instruction lesson by the teacher.

When describing your station, in addition to identifying the age group it is appropriate for, briefly explain what the children will be doing, what they are learning or concept they are exploring. Try to mention as many of the 5 senses as possible that this exploration could include.

Part 2: According to chapter 6, concept explorations should engage all 5 senses (or as many as possible), address different learning styles, different interests, provide opportunities to touch upon math and science and even make connections to literature/literacy (books, writing, etc.).  How does this knowledge help you to prepare engaging explorations?  How will you figure out what the children are interested in? (Hint: explorations are often inquiry based!)

 

 

 

 

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