The Adolescents Training and Learning to Avoid Steroids Program

Goldberg, Linn; MacKinnon, David P.; Elliot, Diane L.; Moe, Esther; Clarke, Greg; Cheong, JeeWon

doi:10.1001/archpedi.154.4.332

Cited by 203 publications

(140 citation statements)

References 38 publications

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“…The adult faculty members in the present study played a similar role to adult volunteers in alcohol reduction programmes 34 in which they supported the students' efforts, but with limited time and resources. In all of the peer-led health behaviour change programmes 4,5,34 , students are often the most visible interventionists and they play a unique role in changing behaviour norms. Study staff are usually the content experts and supply the expertise necessary for education materials and oversight of the promotional activities.…”

Section: Discussionmentioning

confidence: 99%

Promotions to increase lower-fat food choices among students in secondary schools: description and outcomes of TACOS (Trying Alternative Cafeteria Options in Schools)

Fulkerson

French

Story

et al. 2004

Public Health Nutr.

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Objectives: (1) To describe promotional activities, particularly student-led, targeting lower-fat à la carte foods that were conducted in secondary schools; and (2) to describe the relationships between the number and duration of total promotional activities for lower-fat à la carte foods and cafeteria sales of such foods over two years. Design: Promotional activities were implemented in schools that were randomised to the intervention condition of a larger, two-year, school-based, randomised, controlled nutrition intervention trial. Setting: Ten Minnesota secondary schools. Subjects: Students and school faculty, school food-service and research staff (measured at the school level). Results: Over two years, 181 promotions were implemented (n ¼ 49 in Year 1 and n ¼ 132 in Year 2). In Year 1, the number of promotions conducted in schools was significantly associated with percentage lower-fat food sales. In Year 2, the duration of promotions was significantly associated with percentage lower-fat food sales. Conclusions: Collaborative efforts among students, school food-service staff and research staff can be successful in implementing a large number of nutrition-related, school-wide promotional activities. These efforts can increase the sales of lower-fat foods in à la carte areas of school cafeterias.

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Section: Discussionmentioning

confidence: 99%

Promotions to increase lower-fat food choices among students in secondary schools: description and outcomes of TACOS (Trying Alternative Cafeteria Options in Schools)

Fulkerson

French

Story

et al. 2004

Public Health Nutr.

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“…For female athletes, because sports from all three seasons were represented, the longer-term assessment varied from 9 to 12 months. For each program, specifics of the assessment constructs and their reliabilities are available in the original publications [5,6,8,[11][12][13].…”

Section: Methodsmentioning

confidence: 99%

“…The initial behavior change intervention was entitled Athletes Training and Learning to Avoid Steroids (ATLAS) [5]. Funded by the National Institute on Drug Abuse (NIDA), this prospective randomized trial evaluated a sport team-centered drug prevention/ health promotion program for high school football players.…”

Section: Overview Of Three Evidence-based Programsmentioning

confidence: 99%

“…Our group has studied a series of behavior change interventions that use a shared format and theoretical structure. All had documented efficacy in randomized controlled trials [5][6][7][8][9][10], and for each, specific program components were related to behavioral endpoints [11][12][13]. Comparing their observed patterns of findings presents a means to assess theories of behavior change and validate an effective intervention format.…”

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confidence: 99%

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Empiric validation of a process for behavior change

Elliot

Goldberg

MacKinnon

et al. 2015

Behav. Med. Pract. Policy Res.

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Most behavior change trials focus on outcomes rather than deconstructing how those outcomes related to programmatic theoretical underpinnings and intervention components. In this report, the process of change is compared for three evidence-based programs' that shared theories, intervention elements and potential mediating variables. Each investigation was a randomized trial that assessed pre-and post-intervention variables using survey constructs with established reliability. Each also used mediation analyses to define relationships. The findings were combined using a pattern matching approach. Surprisingly, knowledge was a significant mediator in each program (a and b path effects [p<0.01]). Norms, perceived control abilities, and self-monitoring were confirmed in at least two studies (p<0.01 for each). Replication of findings across studies with a common design but varied populations provides a robust validation of the theory and processes of an effective intervention. Combined findings also demonstrate a means to substantiate process aspects and theoretical models to advance understanding of behavior change. KeywordsBehavior change, Mediation, Peer-led INTRODUCTION Knowledge about how healthy lifestyles can prevent illness has outpaced effective means to assist people in living health lives [1]. That limitation is not due to lack of research, and contributions have come from diverse disciplines, such as health promotion, behavioral economics, psychology, decision analysis, and sociology. However, progress may have been constrained due to a focus on outcomes rather than deconstructing how change occurred [2][3][4]. Our group has studied a series of behavior change interventions that use a shared format and theoretical structure. All had documented efficacy in randomized controlled trials [5][6][7][8][9][10], and for each, specific program components were related to behavioral endpoints [11][12][13]. Comparing their observed patterns of findings presents a means to assess theories of behavior change and validate an effective intervention format.

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“…Além disso, sinalizamos para a importância da montagem de programas que atendam a educação, a saúde, a sensibilização dos jovens expostos e vulneráveis nesse contexto. Segundo Goldberg et al (2000), formas de intervenção podem obter resultados significativos na educação de jovens escolares para a recusa de EA. Entretanto, apesar das novas abordagens que encontramos nos programas de Educação Olímpica Oficiais (IOC, 2007), notamos discussões ainda muito genéricas e descontextualizadas para diferentes culturas e configurações sociais, apontando para necessidade de materiais nacionais que venham enquanto diretrizes vinculadas à proposta educacional nacional do Ministério da Educação do Brasil.…”

Section: Podium Sport Leisure and Tourism Reviewunclassified

Educação Olímpica para Quê? Educação Olímpica para Quem? Representações e Práticas para uma Pedagogia Crítica do Olimpismo em Tópicos Especiais – O Doping entre Escolares

Gomes¹,

Santos²,

Silva³

2014

PSLTR

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Há mais de uma década, temos demonstrado a importância de se discutir temas relacionados ao esporte, em especial ao Esporte Olímpico, de forma crítico-reflexiva nas escolas e em programas esportivos. Frente à participação do Brasil como sede de Megaeventos esportivos, essa necessidade torna-se prioridade. Entretanto, ainda observamos certa resistência por parte da comunidade de docentes da Educação Física em inserir tais temáticas em suas discussões. Este artigo busca problematizar a forma como a Educação Olímpica é apresentada nos materiais didáticos disponíveis, debatendo a persistência de propostas desfocadas de discussões que promovam o pensamento crítico-emancipatório das juventudes com análise específica da questão do doping entre escolares. Observa-se que o doping, neste momento, é uma realidade alarmante até mesmo entre escolares brasileiros e faz-se necessária uma discussão sobre a relativização social da perspectiva do desvio em atletas usuários de doping como reflexo e reforço de uma cultura que identifica no corpo atlético os padrões hegemônicos de estética, de saúde, de disciplina, logo, de maior capital corporal, dominância e status no campo social, como fruto de uma visão biológica-funcional de saúde. Frente às evidências, é possível defender a importância de maiores investimentos em estudos e intervenções que venham a discutir os aspectos da Educação do Olimpismo de forma mais ampla, englobando temáticas diversificadas -como o doping, a fim de promover uma educação emancipadora e concatenada com a perspectiva holística apoiada pelo Barão de Coubertin.Palavras-chave: Educação Olímpica; Educação Física; Pedagogia Crítica; Doping. OLYMPIC EDUCATION FOR WHAT? OLYMPIC EDUCATION FOR WHOM? REPRESENTATIONS AND PRACTICES FOR CRITICAL PEDAGOGY IN SPECIAL TOPICS OF OLYMPISM -THE DOPING BETWEEN SCHOOL ABSTRACTThe importance of critical reflection upon issues related to sport, and particularly Olympic sport, when discussing within schools and sports programmes has been clearly demonstrated in the last decade or so. Moving forward the participation of Brazil as host of numerous sporting mega-events makes the need for such critical reflection a priority. However, there appears to be some resistance amongst teachers of physical education within Brazil to include such issues and approaches in their curriculums. Even though Olympic Education is often underpinned by a critical perspective it still appears to represent a challenge to these physical education teachers due to its close associations with high performance Olympic sports due to a belief that it is contradictory to associate Olympism with concepts and philosophies designed to endorse and reinforce modern day socio-cultural power structures. This paper seeks to how the Olympic Education is still designed in the Didactic materials available, blurred discussions that promote criticalemancipatory thinking of youths from the problem of doping among school children. It has been observed that doping is already an alarming reality amongst Brazilian schoolchildren...

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The Adolescents Training and Learning to Avoid Steroids Program

Abstract: Use of alcohol and other illicit drugs and associated harmful activities can be prevented with a sex-specific, team-centered education. School athletic teams provide an optimal environment in which to provide drug prevention and health promotion education.

Cited by 203 publications

References 38 publications

Promotions to increase lower-fat food choices among students in secondary schools: description and outcomes of TACOS (Trying Alternative Cafeteria Options in Schools)

Promotions to increase lower-fat food choices among students in secondary schools: description and outcomes of TACOS (Trying Alternative Cafeteria Options in Schools)

Empiric validation of a process for behavior change

Educação Olímpica para Quê? Educação Olímpica para Quem? Representações e Práticas para uma Pedagogia Crítica do Olimpismo em Tópicos Especiais – O Doping entre Escolares

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