BACKGROUND Little data has been collected on the nutrition knowledge and self efficacy of NCAA Athletes, and if Sports Nutrition Departments at Universities do positively affect the nutrition knowledge and self-efficacy of athletes.OBJECTIVES To determine and compare differences in nutrition knowledge and self-efficacy of athletes at two NCAA Division I Universities, one with a Sports Nutrition Department, and one without. SETTING Participants completed a survey in person at their respective University. PARTICIPANTS Male and female student athletes (n=327) from two Division I Universities, participating in men's football, men's wrestling, women's soccer, or women's swimming/diving. RESULTSApproximately 42% of the participants (n=137) were from School A, the University without a full-time Sports Registered Dietitian (RD), and approximately 58% (n=190) were from School B, the University with a full-time Sports RD. In general, a significantly higher number of athletes from school B received their nutrition information from a Sports RD (p < 0.05). Athletes from school A received most of their nutrition information from a strength and conditioning coach (28%), family (23%), and the internet (26%). Athletes from school B identified their main sources of nutrition information as strength and conditioning coaches (43%), teammates (26%), the internet (28%), and a Registered Dietitian (24%). A significant amount more athletes from school B identified that they actively seek out nutrition information, were aware of how many calories they should consume, and identified having a Sports Nutritionist at their University benefiting them as an athlete (p < 0.05). More significant differences were found regarding sources of nutrition information and counseling and nutrition knowledge among football athletes than among the other three sports (p < 0.05). CONCLUSIONS AND IMPLICATIONSThe athletes from the University with the full-time Sports RD more often sought out nutrition information, saw more importance in seeking out nutrition information, were more knowledgeable about nutrition, and were more confident in making certain nutrition decisions. Each Division I University should have, on campus, a full time Sports Registered Dietitian.4

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Over 1.4 million middle school adolescents participate in afterschool programs each year. While most of the obesity prevention interventions focus on the traditional school day, the afterschool setting should not be overlooked. A pilot study was conducted using KidQuest, a traditional classroom nutrition and physical activity intervention for early adolescents ages 10 to 12 based on the social cognitive theory, in an afterschool setting. The purpose of the pilot study was to evaluate the effectiveness of using a nutrition and physical activity intervention developed for the traditional school day in an afterschool setting. The desired outcome of this mixed-methods study with explanatory design was for participants to use nutrition related knowledge and skills learned to improve self-efficacy and change behavior. Outcomes of 24 participants were measured using pre/post surveys and focus groups/structured interview. While no statistical significance was identified, behavior change was noted in the focus groups/structured interview. In the focus groups/structured interview, participants reported that the intervention: 1) Increased knowledge in identifying healthy snacks/meals and food label reading and 2) Promoted family involvement.Implementation of the intervention in an afterschool program posed challenges with participant attendance and compliance. Evaluation of the pilot study provided direction to alter future programming by continuing the structured physical activity time in the afterschool program while re-directing the nutrition intervention towards the traditional school day. Implications for future research include identifying strategies for implementing traditional school nutrition interventions in the afterschool setting and determining avenues to reach youth consistently in the afterschool hours. In an attempt to reduce overweight and obesity in early adolescence, current research and interventions focus primarily on children; however, the early adolescent population should not be overlooked. For the purpose of this study, adolescence will be Table 1 identifies and describes the KidQuest intervention components. Table 1 KidQuest Intervention ComponentsNutrition Lessons: Six different 30-40 minute hands on nutrition education activities are provided in the classroom on a 1or 2 times per month basis over the course of 4-6 months during the school year.  1. Introduction, Label Lingo and Think Your Drink Learn how to read food labels and take the "Sugar Shocker" challenge where they will demonstrate the actual amount of sugar in popular drinks. Eating Out, Portion Sizes, and Snacks Demonstrate how they can use the food label and portion sizes as tools when choosing snacks.  Work in groups and visit mock restaurants. Determine the amount of calories and fat in various menu items. Fruits and Veggies Discover the importance of eating a wide variety of fruits and veggies from different color sources.  Play Fruit and Veggie ball toss while learning about the health benefits of fruits and vegetables. (Ta...

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