Latest Articles
Differences in Collegiate Athlete Nutrition Knowledge as Determined by Athlete Characteristics
Submitted by Allisha M. Weeden, Janette Olsen, John M. Batacan, Teri Peterson
Allisha M. Weeden is an Assistant Professor in the Dietetic Programs at Idaho State University. Janette Olsen is an Assistant Professor in Health Education at Idaho State University. John M. Batacan is an Assistant Professor in Health Education at Idaho State University. Teri Peterson is an Assistant Professor in the College of Business at Idaho State University.
ABSTRACT
PURPOSE: To identify nutrition knowledge based on collegiate sport, where nutrition knowledge was lacking, and specific nutrition related concerns of collegiate athletes.
METHODS: The cross-sectional study evaluated responses to a 65-item written questionnaire. Participants (n=174; female=88, male=86) competed in 13 different NCAA sanctioned sports. Nutrition knowledge scores calculated from the number of nutrition knowledge questions correct then converted to a percent from the number of questions correctly answered. Frequencies, Chi-square, and t-tests were used to report and compare nutrition knowledge scores.
RESULTS: The mean nutrition knowledge score of participants was 56.4% ± 13.4%. Higher nutrition knowledge scores were associated with completion of a collegiate nutrition course (p = 0.015), participation in individual sports (p = 0.043), and citation of healthcare professionals as the primary source of nutrition information (p = 0.008). Forty-two percent reported nutrition concerns related to what and how to eat healthy.
CONCLUSIONS: Collegiate athletes lacked nutrition knowledge and expressed concerns surrounding what and how to eat healthy. Completion of a collegiate level nutrition course may benefit collegiate athletes, especially those that do not have access to a Registered Dietitian (RD).
APPLICATIONS IN SPORT: Collegiate athletes, athletic departments, and even universities all benefit from successful sports teams. Nutrition can be a big part of success and the use of a RD to educate athletes ensures appropriate nutrition knowledge is provided. For universities with financial constraints collegiate level nutrition courses and small group cooking classes taught by an RD may still benefit collegiate athletes.
An Athlete’s Nutritional Answer
Submitted by John Stump, DC, PhD, EdD
John Stump is the clinic director at the Integrative Medicine Centre. A consultant and partner in Sportec International, a Fairhope, AL, based sport and fitness consulting company. He is also a National Faculty member of the United States Sports Academy
ABSTRACT
The year of the Olympics is a special time for athletes everywhere. Health care professionals find it difficult to recognize a case of Chronic Fatigue of a former college track athlete who persisted on despite her infirmity to qualify for the Olympics. The patient had an acute onset of symptoms not consistent with any condition but general fatigue. Blood studies and additional tests indicated a fatigue syndrome consistent with that of Chronic Fatigue Syndrome. She was placed on a specific nutritional program for four months and shortly afterward was back to long distance running.
The “Football Family” as a Supportive Academic Environment: A Study of Varsity Athletes
Submitted by Dr. Francois Gravelle, Ph.D., Dr. George Karlis, Ph.D., and Ezechiel Rothschild-Checroune.
Dr. François Gravelle P.h.D., University of Ottawa, School of Human Kinetics, 125 University private, Ottawa, Ontario, Canada, K1N 6N5. E-mail: fgravel@uottawa.ca. Tel.: 613-562-5800 (2442) Dr. Gravelle is also an adjunct professor at the “Département d’études en loisir, culture et tourisme” at the University of Québec in Trois-Rivières.
Dr. George Karlis, University of Ottawa, School of Human Kinetics, 125 University private, Ottawa, Ontario, Canada, K1N 6N5. E-mail: gkarlis@uottawa.ca. Tel.: 613-562-5800 (2452)
Ezechiel Rothschild-Checroune, M.A. PhD Student, University of Toronto, Department of Exercise Sciences, 55 Harbord St., Toronto ON, M5S 2W6. E-mail: zeke.rothschild.checroune@mail.utoronto.ca.
ABSTRACT
The challenge of adjusting from secondary school to a new university setting and adapting to the dynamic systems of academic and athletic programs can be overwhelming. The supportive interaction between athletes and coaches may play a key role for academic success. These important considerations encouraged this study to examine the perceptions of varsity athletes toward the “football family” as a supportive academic environment. The intent of this study was to examine the influence of the “football family” – rookies, veterans, and coaches – on academic success. Phenomenological qualitative research was the approach employed to examine the perceptions of 12 first year university football student athletes at a Canadian university toward the “football family” as a supportive academic environment. The results indicated that the “football family” provided a supportive academic environment for the varsity football players. Specifically the results revealed that: (1) rookies share the most experiences with other football rookies at university, (2) rookies engaged academically with each other by going to class and working on academic projects together, (3) rookies vicariously learn from each others’ mistakes, (4) veterans helped rookies with both athletics and academics, (5) veterans’ experience provided unique learning opportunities than those gained from other rookies, (6) veterans acted as role models, (7) coaches were viewed as fatherly figures in the football family, (8) coaches have greater academic influence towards engagement than professors, and (9) coaches acted as life coaches pushing a family first, school second, football third mentality. It was concluded that the “football family” can provide a supportive academic environment for rookies adjusting to university.
Coaching Efficiency and Team Performance: An Examination of Texas Class 5A High School Football
Submitted by Scott J. Callan, Ph.D. and Janet M. Thomas, Ph.D.
Scott J. Callan is a professor in the Department of Economics at Bentley University. Janet M. Thomas is an Emeritus Professor of Economics at Bentley University.
ABSTRACT
In this research, we contribute to the literature on amateur sports competition by empirically estimating a production frontier for a sample of Texas high school football programs. Modeling a production frontier in this context allows us to empirically isolate the influence of offensive and defensive inputs on a team’s overall performance. In so doing, we are able to predict a measure of relative production efficiency for each team. Research-based estimates indicate that, on average, Texas high school football teams play well below potential, which in turn is linked to coaching inefficiency. Each team’s predicted efficiency level is then used in a salary regression and is found to be an indirect determinant of a head coach’s salary.
Examining the Relationships between Task Cohesion, Self-Efficacy, and Competitive Trait Anxiety in College Team Sports
Submitted by Ali Aycan Ph.D.
Ali Aycan, PhD, is an assistant professor in the Department of Sport Management at the Abant Izzet Baysal University, Turkey.
ABSTRACT
The purpose of this study was to investigate the relationships between task cohesion, self-efficacy, and competitive trait anxiety in college team sports, as well as the relationship between these variables and some demographic features of the college athletes (e.g., age, gender, and sport age). The sample consisted of 230 athletes (156 males, 74 females) from 12 different college sports teams. The data were obtained using the Group Environment Questionnaire(GEQ), the Generalized Self-Efficacy Scale (GSE), and the Sport Competition Anxiety Test (SCAT). Results showed that there are significant differences between male and female groups in competitive trait anxiety and self-efficacy perceptions (p<.01). The ages of collegiate athletes and sport ages were related in a significantly negative way with perceptions of competitive trait anxiety and GI-Task. Also, these three variables have either positive or negative correlations in the study.