Table 2.

Semistructured In-Person Interview Guide^a

Question	Stakeholder
How do legal responsibilities affect how concussions are regarded and treated in your program?	AD
Can you think of a specific example where this legal responsibility has affected your program directly?
What is your responsibility to these student-athletes after they graduate?
What are the concussion screening practices here at your institution, with regards to:	AT
Do you ever have student-athletes report “after the fact” (a day or more after an event)?
Do you have any insights as to why they chose to come to you a few days later?
We are very interested in a student-athlete's thought process he makes before making a decision to report a concussion. If you put yourself in the shoes of a football player that has just sustained what might be a concussion, what do you think the athlete is thinking?	AD, AT, C
What thoughts or decisions would lead him to report it?
What thoughts or decisions would lead him to not report at that time?
Do you think that some student-athletes are reluctant to report concussions?	AD, AT, C
If so, why; if not, why not.
Based on your experiences, if you could design one or more strategies to help increase the reporting of a concussion, what would you recommend?	AD, AT, C
How would you describe the football coaching staff's general attitudes toward concussion reporting?	AD, AT
Can you provide an example that showcases these attitudes?

Abbreviations: AD, athletic director; AT, athletic trainer; C, coach.

^aInstrument is reproduced in its original form.