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A cornerstone of the recent consensus statements on concussion is a multifaceted concussion-assessment program at baseline and postinjury and when tracking recovery. Earlier studies of athletic trainers' (ATs') practice patterns found limited use of multifaceted protocols; however, these authors typically grouped diverse athletic training settings together. To (1) describe the concussion-management practice patterns of National Collegiate Athletic Association (NCAA) Division I ATs, (2) compare these practice patterns to earlier studies, and (3) objectively characterize the clinical examination. Cross-sectional study. Online survey. A total of 610 ATs from NCAA Division I institutions, for a response rate of 34.4%. The survey had 3 subsections: demographic questions related to the participant's experiences, concussion-assessment practice patterns, and concussion-recovery and return-to-participation practice patterns. Specific practice-pattern questions addressed balance, cognitive and mental status, neuropsychological testing, and self-reported symptoms. Finally, specific components of the clinical examination were examined. We identified high rates of multifaceted assessments (i.e., assessments using at least 3 techniques) during testing at baseline (71.2%), acute concussion assessment (79.2%), and return to participation (66.9%). The specific techniques used are provided along with their adherence with evidence-based practice findings. Respondents endorsed a diverse array of clinical examination techniques that often overlapped objective concussion-assessment protocols or were likely used to rule out associated potential conditions. Respondents were cognizant of the Third International Consensus Statement, the National Athletic Trainers' Association position statement, and the revised NCAA Sports Medicine Handbook recommendations. Athletic trainers in NCAA Division I demonstrated widespread use of multifaceted concussion-assessment techniques and appeared compliant with recent consensus statements and the NCAA Sports Medicine Handbook.

The management of sport-related concussions at the youth and high school sports levels is often the responsibility of coaches due to the lack of qualified health care personnel on site. Active coaches have been noted to subscribe to multiple concussion misconceptions and often do not recognize typical concussion symptoms; however, completion of a formal academic coaching education program has been suggested to improve their knowledge base. Therefore, the purpose of this study was to describe the concussion knowledge of students enrolled in a coaching education program. A total of 150 coaching education students completed the questionnaire and correctly identified most concussion symptoms (12.3-2.0 of 16) and most concussion misconceptions (7.2-1.3 of 9). Results suggest that coaching education students are more aware of concussion symptoms and subscribe to fewer misconceptions than active coaches. However, a small subset of respondents endorsed potentially dangerous misconceptions.