Ragbi Sporcularında Bilişsel Performans Eksikliği Olası Bir Sonuç mudur? Sembol Sayı Modaliteleri Testi Temelli Bir Araştırma

Year 2025, Volume: 3 Issue: 1, 46 - 56, 20.03.2025

Muhammed Sıddık Çemç , Enes Madak , Hüseyin Ozan Sönmez

Abstract

Bu araştırmanın amacı Türk ragbi sporcularından, Sembol Sayı Modaliteleri Testi (SDMT) dahilinde elde edilecek olan verileri sağlıklı kontrol grubu ile karşılaştırarak analiz etmek ve bilişsel performans açısından değerlendirmeye çalışmaktır. Bu kapsamda çalışmaya İstanbul ilinde bulunan üç farklı ragbi kulübünde aktif spor hayatına devam eden 44 erkek sporcu ile kontrol grubu olarak İstanbul’da ikamet eden herhangi bir temas sporu ile ilgilenmemiş sağlıklı 40 erkek gönüllü dahil edilmiştir. Katılımcılar 10 dakika dinlenme aralıkları ile 3 farklı Sembol Sayı Modaliteleri Testi (SDMT) uygulamıştır. Elde edilen sonuçların veri analizi işlemleri JASP 0.19 programı kullanılarak tamamlanmıştır. Analizler için anlamlılık düzeyi p<0.05 olarak kabul edilmiştir. Katılımcıların, Sembol Sayı Modaliteleri Testi (SDMT) sonuçları gruplar arası değerlendirildiğinde kontrol grubunun; SDMT-1, SDMT-2 ve SDMT-3 başarı puanlarının ragbi sporcularından anlamlı düzeyde daha yüksek olduğu belirlenmiştir. Sembol Sayı Modaliteleri Testi (SDMT) sonuçları grup içi incelendiğinde ise hem ragbi sporcuları hem de kontrol grubu açısından sırası ile SDMT-1, SDMT-2 ve SDMT-3 başarı puanlarında anlamlı düzeyde artış olduğu gözlenmiştir. Sonuç olarak Ragbi sporcuları, görsel tarama, bilgi işleme hızı, dikkat ve motor hız gibi bilişsel işlevleri değerlendiren bu testte kontrol grubuna göre daha düşük puanlar almıştır. Bu bulgular, rugby sporcularının yaşayabileceği çarpışma ve temasların bilişsel işlevlerde olumsuz etkilere yol açabileceği fikrini ortaya koymaktadır. Bu duruma ek olarak her iki grupta da gözlemlenen test tekrarlarında ortaya koyulan grup içi performans artışları, katılımcıların göreve dair bilişsel adaptasyon kazanmalarıyla ilişkili olabileceğini düşündürmüştür. Çalışmamızın bulguları, rugby sporcularında bilişsel performans eksikliği riskini ve bu sporcuların nörobilişsel sağlıklarının korunması için tedbirlerin alınması gerektiğini vurgulamaktadır. Böylece sporcuların bilişsel işlevlerini düzenli olarak değerlendirecek programların ve taramaların uygulanması önerilmektedir. Ayrıca sporcuların çarpışma sıklığını ve şiddetini azaltmaya yönelik eğitim programlarının yanı sıra kask gibi koruyucu ekipmanların etkinliğinin artırılmasının bilişsel sağlığı destekleyeceği düşünülmektedir.

Keywords

Bilişsel Performans, Nöropsikoloji, Ragbi

Is Cognitive Performance Deficiency a Potential Outcome in Rugby Players? A Study Based on the Symbol Digit Modalities Test

Abstract

The aim of this study is to analyze and evaluate the cognitive performance of Turkish rugby players by comparing the data obtained through the Symbol Digit Modalities Test (SDMT) with that of a healthy control group. The study included 44 male athletes actively engaged in rugby at three different rugby clubs in Istanbul and a control group consisting of 40 healthy male volunteers residing in Istanbul who had no prior involvement in any contact sports. Participants were administered three separate SDMTs with 10-minute rest intervals between each test. Data analysis was conducted using JASP version 0.19, and the significance level was set at p < 0.05. When the SDMT results were compared between the groups, it was observed that the control group had significantly higher scores in SDMT-1, SDMT-2, and SDMT-3 compared to the rugby players. In the within-group analysis of SDMT results, both the rugby players and the control group demonstrated significant improvements in scores across SDMT-1, SDMT-2, and SDMT-3, respectively. In conclusion, rugby players scored lower than the control group on this test, which assesses cognitive functions such as visual scanning, information processing speed, attention, and motor speed. These findings suggest that collisions and impacts experienced by rugby players may have adverse effects on cognitive functions. Additionally, the observed within-group performance improvements in repeated tests for both groups may be associated with the participants’ cognitive adaptation to the task. The findings of this study highlight the risk of cognitive performance deficits in rugby players and underscore the importance of implementing measures to protect their neurocognitive health. Thus, it is recommended that regular evaluation programs and screenings for cognitive functions be established for these athletes. Furthermore, educational programs aimed at reducing the frequency and severity of collisions, as well as enhancing the effectiveness of protective equipment such as helmets, are suggested to support the cognitive health of rugby players.

Keywords

Cognitive Performance, Neuropsychology, Rugby

References

• Baker, J. F., Devitt, B. M., Green, J., & McCarthy, C. (2013). Concussion among under 20 rugby union players in Ireland: incidence, attitudes and knowledge. Irish journal of medical science, 182(1), 121–125. https://doi.org/10.1007/s11845-012-0846-1
• Bate, A. J., Mathias, J. L., & Crawford, J. R. (2001). Performance on the test of everyday attention and standard tests of attention following severe traumatic brain injury. The Clinical Neuropsychologist, 15(3), 405–422. https://doi.org/10.1076/clin.15.3.405.10279
• Brett, B. L., Nader, A. M., Kerr, Z. Y., Chandran, A., Walton, S. R., DeFreese, J. D., Guskiewicz, K. M., & McCrea, M. (2022). Disparate Associations of Years of Football Participation and a Metric of Head Impact Exposure with Neurobehavioral Outcomes in Former Collegiate Football Players. Journal of the International Neuropsychological Society, 28(1), 22–34. https://doi.org/10.1017/S1355617721000047
• Brody, D.L. (2015). Concussion care manual. Oxford University Press, New York, 3-5-7.
• Broglio, S.P., Vagnozzi, R., Sabin, M., Signoretti, S., Tavazzi, B., & Lazzarino, G. (2010). Concussion occurrence and knowledge in Italian football (soccer). Journal of Sports Sciences, 9(3), 418–430.
• Brown, M. B., & Forsythe, A. B. (1974). Robust tests for the equality of variances. Journal of the American Statistical Association, 69(346), 364-367.
• Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (2nd ed.). Lawrence Erlbaum Associates.
• Collins, M. W., Grindel, S. H., Lovell, M. R., Dede, D. E., Moser, D. J., Phalin, B. R., Nogle, S., Wasik, M., Cordry, D., Daugherty, K. M., Sears, S. F., Nicolette, G., Indelicato, P., & McKeag, D. B. (1999). Relationship between concussion and neuropsychological performance in college football players. JAMA, 282(10), 964–970. https://doi.org/10.1001/jama.282.10.964
• Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE Publications.
• Draper, K., & Ponsford, J. (2008). Cognitive functioning ten years following traumatic brain injury and rehabilitation. Neuropsychology, 22(5), 618–625. https://doi.org/10.1037/0894-4105.22.5.618
• Dunning, E. (2013). Sport Matters Sociological Studies of Sport, Violence and Civilisation. Taylor and Francis . Dymowski, A. R., Owens, J. A., Ponsford, J. L., & Willmott, C. (2015). Speed of processing and strategic control of attention after traumatic brain injury. Journal of clinical and experimental neuropsychology, 37(10), 1024–1035. https://doi.org/10.1080/13803395.2015.1074663
• Echemendia, R. J., Putukian, M., Mackin, R. S., Julian, L., & Shoss, N. (2001). Neuropsychological test performance prior to and following sports-related mild traumatic brain injury. Journal of the Canadian Academy of Sport Medicine, 11(1), 23–31. https://doi.org/10.1097/00042752-200101000-00005
• Faul, F., Erdfelder, E., Buchner, A., & Lang, A. G. (2009). Statistical power analyses using G*Power 3.1: Tests for correlation and regression analyses. Behavior Research Methods, 41(4), 1149-1160.
• Fraas, M. R., & Burchiel, J. (2016). A systematic review of education programmes to prevent concussion in rugby union. European journal of sport science, 16(8), 1212–1218. https://doi.org/10.1080/17461391.2016.1170207
• Fraas, M. R., Coughlan, G. F., Hart, E. C., & McCarthy, C. (2014). Concussion history and reporting rates in elite Irish rugby union players. Physical therapy in sport, 15(3), 136–142. https://doi.org/10.1016/j.ptsp.2013.08.002
• Hinton-Bayre, A. D., Geffen, G.M., Geffen, L.B., McFarland, K.A., & Friis, P. (1999). Concussion in contact sports: Reliable change indices of impairment and recovery. Journal of Clinical and Experimental Neuropsychology, 27(1), 70-86. https://doi.org/10.1076/jcen.21.1.70.945
• Howell, D. C. (2012). Statistical Methods for Psychology (8th ed.). Cengage Learning.
• Jordan, B., Matser, J., & Zazula, T. (1996). Sparring and cognitive functioning in professional boxers. Phys Sportsmed, 24(5), 87-98. https://doi.org/10.1080/00913847.1996.11947957
• Kaplan, K.M., Goodwillie, A., Strauss, E.J., & Rosen, J.E. (2008). Ragbi injuries: A review of concepts and current literature. Bulletin of the NYU Hospital for Joint Diseases, 66(2), 86-93.
• Levene, H. (1960). Robust tests for equality of variances. In I. Olkin et al. (Eds.), Contributions to probability and statistics: Essay in honor of Har-old Hotelling (278-292). Stanford, CA: Stanford University Press.
• Macciocchi, S. N., Barth Jeffrey, T., Alves, W., Rimel, R. W., & Jane, J. A. (1996) Neuropsychological Functioning and Recovery after Mild Head Injury in Collegiate Athletes. Neurosurgery, 39(3), 510-514. https://doi.org/10.1097/00006123-199609000-00014
• Martin, R. K., Hrubeniuk, T. J., Witiw, C. D., MacDonald, P., & Leiter, J. (2017). Concussions in Community-Level Rugby: Risk, Knowledge, and Attitudes. Sports Health, 9(4), 312–317. https://doi.org/10.1177/1941738117695777
• Matser, J., Bijl, M., & Luytelaar, G. (1992). Is amateur boxing dangerous?. De Psycholoog, 12, 515-521.
• Matser, J., Kessels, A., & Jordan, B., (1998). Chronic traumatic brain injury in professional soccer players. Neurology, 51(3), 791-796. https://doi.org/10.1212/wnl.51.3.791
• McCrory, P., Davis, G., & Makdissi, M. (2012). Second impact syndrome or cerebral swelling after sporting head injury. Current sports medicine reports, 11(1), 21–23. https://doi.org/10.1249/JSR.0b013e3182423bfd
• Memmedov, H. (2014). Boks ve kick boks spor müsabakalarının travmatik beyin hasarı oluşturma riskinin laboratuar açısından değerlendirilmesi. Yüksek Lisans Tezi, Atatürk Üniversitesi.
• Mrazik, M., Ferrara, M. S., Peterson, C. L., Elliott, R. E., Courson, R. W., Clanton, M. D., & Hynd, G. W. (2000) Injury severity and neuropsychological and balance outcomes of four college athletes. Brain Inj, 14(10), 921-31. https://doi.org/10.1080/026990500445736
• Oldfield, R. C. (1971). The Assessment and analysis of handedness: The Edinburgh Inventory. Neuropsychologia, 17-35. https://doi.org/10.1016/0028-3932(71)90067-4
• Ponsford, J., & Kinsella, G. (1992). Attentional deficits following closed-head injury. Journal of clinical and experimental neuropsychology, 14(5), 822–838. https://doi.org/10.1080/01688639208402865
• Schussler, E. (2016). Assessment, feedback and head accelerations in youth american football. Graduate Program in Health and Rehabilitation Sciences, The Ohio State University.
• Shapiro, S. S., & Wilk, M. B. (1965). An analysis of variance test for normality (complete samples). Biometrika, 52(3/4), 591-611.
• Sindelar, B., & Bailes, J.E. (2018). Sports-related concussion: diagnosis and management. CRC Press,Taylor & Francis Group, U.S.; International Standard, 13, 978-1-4987-6457-5.
• Smith, A. (1968). The symbol-digit modalities test: a neuropsychologic test of learning and other cerebral disorders. In: Helmuth J, editor. Learning Disorders. Seattle: Special Child Publications, 83–91.
• Smith, A. (2007). Symbol Digits Modalities Test. Manual. Los Angeles: Western Psychological Services.
• Spreen, O., & Strauss, E. (1998). A Compendium of Neuropsychological Tests: Administration, Norms, and Commentary. New York, Oxford University Press.
• Strauss, E., Sherman, E. M. S., & Spreen, O. (2006). A Compendium of Neuropsychological Tests: Administration, norms, and commentary (3rd ed.). New York: Oxford University Press.
• Sye, G., Sullivan, S. J., & McCrory, P. (2006). High school rugby players’ understanding of concussion and return to play guidelines. British journal of Sports Medicine, 40(12), 1003–1005. https://doi.org/10.1136/bjsm.2005.020511
• Willigenburg, N. W., Borchers, J. R., Quincy, R., Kaeding, C. C., & Hewett, T. E. (2016). Comparison of Injuries in American Collegiate Football and Club Rugby: A Prospective Cohort Study. The American Journal of Sports Medicine, 44(3), 753–760. https://doi.org/10.1177/0363546515622389
• Willmott, C., Ponsford, J., Hocking, C., & Schönberger, M. (2009). Factors contributing to attentional impairments after traumatic brain injury. Neuropsychology, 23(4), 424–432. https://doi.org/10.1037/a0015058
• Yaman, A., & Yaman, H. (2002). Sports-related traumatic brain concussion: Current approaches. Journal of Sports Medicine, 37(4), 119-130.
• Yeomans, C., Kenny, I. C., Cahalan, R., Warrington, G. D., Harrison, A. J., Hayes, K., Lyons, M., Campbell, M. J., & Comyns, T. M. (2018). The Incidence of Injury in Amateur Male Rugby Union: A Systematic Review and Meta-Analysis. Sports Medicine, 48(4), 837–848. https://doi.org/10.1007/s40279-017-0838-4