Evaluation for the effects of nutritional education on Chinese elite male young soccer players: The application of adjusted dietary balance index (DBI)

Abstract

ObjectivesTo evaluate the effect of nutrition education on Chinese elite male young soccer players through the knowledge, attitude, behavior (KAP) survey and an adjusted dietary balance index (DBI).Methods30 Chinese elite male young soccer players were randomly divided into two groups: lecture group (N = 15, Age: 16.7 ± 1.8 years, Height: 173.9 ± 9.0 cm; Weight: 62.4 ± 13.0 kg; Training years: 5.6 ± 2.7 years) and non-lecture group (N = 15, Age: 16.8 ± 1.7 years, Height: 175.5 ± 7.9 cm; Weight: 62.5 ± 12.3 kg; Training years: 6.2 ± 3.3). The comics book was given to the non-lecture group, while the a four-week nutritional quality education along with comic books were given to the lecture group. Before and after 4 weeks nutritional education, dietary nutritional status of both groups was assessed. The main outcome measurements included the scores for each part of the KAP survey, diet status (food-weighing method) and the dietary index in the adjusted DBI-07 system (DBI-low bound score, LBS; DBI-high bound score, HBS; and DBI-diet quality distance, DQD).ResultsIn the lecture group, significant differences were found in the scores of general nutrition knowledge, sports nutrition knowledge and total scores of KAP dietary questionnaire after 4 weeks nutritional education (P < 0.01). However, there is no significant difference in dietary attitude and dietary behavior (P > 0.05) on both two groups. There is no significant change in the DBI-low bound score (LBS), DBI-high bound score (HBS) and DBI-diet quality distance (DQD) of dietary quality index (P > 0.05) in both two groups.ConclusionsFour weeks nutritional quality education improved the understanding of dietary nutrition among Chinese elite male young soccer players.

Effects of Nutrition Education Interventions in Team Sport Players. A Systematic Review

“…Furthermore, 276 studies were excluded based on their titles and/or abstracts. Fulltext versions of the remaining 49 studies were assessed for eligibility, with 14 studies meeting the inclusion criteria and being retained in our systematic review [22][23][24][25][26]29,30,[32][33][34][35][40][41][42]. Tables 1-4 summarize the characteristics of the 14 included studies according to the outcome variables analyzed.…”

“…Tables 1-4 summarize the characteristics of the 14 included studies according to the outcome variables analyzed. In this regard, 10 studies analyzed the impact of nutrition education interventions on eating habits [22][23][24][25][26]29,30,32,33,40], nine studies analyzed nutrition knowledge [22][23][24][25][26]32,[40][41][42], five studies analyzed body composition [22,29,30,32,33], and three studies analyzed physical performance [32,34,35] in team sport athletes. Regarding the experimental design, seven studies used single-arm designs [22,30,32,34,[40][41][42] and seven studies used double-arm designs [23][24][25][26]29,33,35].…”

“…Included studies examined a total of 683 athletes with five studies examining only male athletes [24,26,30,41,43], six studies examining only female athletes [22,25,29,32,33,40], and three studies examining male and female athletes combined [23,34,35]. Four studies examined volleyball athletes [22,29,33,40], three studies examined soccer athletes [23][24][25], two studies examined field and ice hockey athletes [41,42], one study examined handball athletes [30], one study examined basketball athletes [32], and three studies examined athletes from different team sports [26,34,35]. Finally, interventions between ten days and two seasons were applied, including from 2 to 12 educational sessions and using several delivery modalities (i.e., face-to-face, game, technological platform, workshop, comic book, and sport nutrition lessons).…”

“…However, research exploring the application of nutrition education interventions in team sports is more limited than in individual sports, since teams are made up of 15-22 players who have different nutritional needs [21]. Nevertheless nutrition education interventions are being increasingly applied among team sport athletes since interventions can be implemented using a wide range of modalities, including personal interviews [22], group activities [23], comics [24], interactive workshops [23], or technological platforms [25]. However, the effectiveness of each specific modality in nutrition education interventions needs to be analyzed to identify the most appropriate approach relevant to the specific context applied.…”

Dietary Intervention through Flipped Learning as a Techno Pedagogy for the Promotion of Healthy Eating in Secondary Education

“…In this sense, the fact of being overweight or obese can generate serious public health problems [46], affecting the increase in the mortality rate [47]. In the educational field, the assimilation of good eating habits in students [48] acquires great relevance, given that the actions developed through transversal treatment or nutritional education programs promote adequate dietary guidelines [49,50] while avoiding bad praxis, among which is the intake of sugars and other substances harmful to health [51,52], especially in those people who have various diseases, such as diabetes or cardiovascular problems [53,54].…”