A Spanish language narrative simulation to prevent horseback riding head injury among rural youth

Abstract

Objective A Spanish language version of an exercise about adolescent horseback riders' exposure to traumatic brain injuries was integrated into the Spanish curriculum in a rural Kentucky high school.

Design An exploratory case study design with two groups of students.

Setting and Method Thirty-eight students, enrolled in intermediate Spanish IV and advanced Spanish V language classes, completed the exercise as part of their class work.

Results The students' mean age was 16.3 years with a gender distribution of 32 females, 13 of whom were horseback riders, and six male non-riders. Only six of the 13 female riders reported wearing a helmet at least half the time, and four never wore a helmet. The Spanish V students (11 of whom were riders) scored significantly higher (p <0.05) on four of the five exercise items than the Spanish IV students (two of whom were riders). However, the groups did not differ and scored low (55.3 per cent) on an item that involved recognizing pre-event contributors to the injury event. Students with riding experience scored significantly higher than non-riders (p <0.05) in recognizing that donning a helmet prior to riding is the most effective way to prevent a head injury. Although students believed that wearing a helmet could prevent brain injuries, they did not think they were at risk.

Conclusion The exercise was successfully integrated into both classes. Discussing its vocabulary and sentence structure prior to its administration would improve its effectiveness.