Transcript Sport Supplement Knowledge of High School Students From a Low

Subjects
Experimental
Total Subjects
22
Gender
Males
Females
8
14
Control
17
Total
39
7
10
24
15
Subjects
Class Level
Freshmen
Sophomore
Junior
Senior
Experimental
Control
Total
5
5
6
6
9
1
4
3
14
6
10
9
Subjects
Experimental
Ethnic Background
Caucasian
African-American
“Other”
0
15
7
Control
0
13
4
Total
0
28
11
Results
Mean Test Scores
Group
Experimental
Pre-Test
5.73±3.34*
Control
8.18±3.82
Post-Test
14.45±4.8**
7.82±4.6***
27
Results
Experimental
Control
Mean Correct Responses
24
21
18
15
14.5
12
9
6
8.2
5.7
7.8
3
0
Pre-Test
Post-Test
Gender Results
Mean correct responses
27
Experimental
Control
24
21
18
16.0* $+
15
12
9
6
7.14
11.75* +
7.85
6.13
8.9
7.8
5.5
3
0
Male Pre-
Male Post-
Female Pre- Female Post-
M ean correct responses
Class Level Results
27
24
21
18
15
12
9
6
3
0
Pre-Test
Post-Test
15.6*
16.3*+
+
13.5*+
12.2*+
7.5
3.6$
9th
8.2
2.8**
10th
11th
Experimental Group
12th
Mean correct responses
Class Level Results
27
24
21
18
15
12
9
6
3
0
Pre-Test
Post-Test
12.0 13.0
8.7
9.7
8.3
5.0
9th
6.8
10th
11th
Control Group
6.0
12th
Specific Category Responses

Protein supplements and muscle development
(e.g., protein shakes and amino acids)
Pre-Test
Post-Test
Improvement
a=
#a
6
6
%correct
33.9
64.4
+ 30.5
%incorrect
65.9
35.7
number of questions on questionnaire in
particular category
Specific Category Responses

Vitamin and mineral supplements
Pre-Test
Post-Test
Improvement
#a
6
6
%correct
16.3
48.5
+ 32.2
%incorrect
80.3
51.7
a= number of questions on questionnaire in particular category
Specific Category Responses

Formula drinks (e.g., carbohydrate loading,
fluid replacement and medium chain
triglyceride [MCT] solutions)
Pre-Test
Post-Test
Improvement
a
#a
3
3
%correct
12.1
53.0
+ 40.9
%incorrect
87.9
47.3
= number of questions on questionnaire in particular
category
Specific Category Responses
Steroid-alternative supplements (e.g., creatine
monohydrate, androstenedione, beta-hydroxybeta-methylbutyrate [HMB],
dehydroepiandrosterone [DHEA])
#a
%correct %incorrect
Pre-Test
8
18.7
81.2
Post-Test
8
48.3
52.1
Improvement
+ 29.6

a= number of questions on questionnaire in particular category
Specific Category Responses

Weight-loss supplements (e.g., ephedras,
chromium picolinate)
Pre-Test
Post-Test
Improvement
#a
4
4
%correct
18.2
46.6
+ 28.4
%incorrect
81.8
53.4
a= number of questions on questionnaire in particular category
Specific Category Responses

Sport supplement safety
Pre-Test
Post-Test
Improvement
#a
1
1
%correct
36.4
77.2
+ 40.8
%incorrect
63.6
22.7
a= number of questions on questionnaire in particular
category
Dietary Supplement Use
Experimental Group (n = 22)



Vitamin C (23%)
Multivitamins (9%)
Minerals


Iron (9%)
Protein (14%)
*Note: results based on subjective responses
Dietary Supplement Use
Control Group (n = 17)


Vitamin C (18%)
Minerals



Calcium (23%)
Iron (18%)
Non-vitamin/non-mineral

beta-hydroxy-beta-methylbutyrate (HMB)
*Note: results based on subjective responses
Discussion

Results for control and experimental
groups were low at pre-test and
consistent with previous findings

Whether the scores were a result of
SES can only be speculated
Discussion

Pre-test low scores may have been
attributed to

Questions being to difficult to
understand (in particular the updated 7
questions)

Subjects in this population possessing
an even greater lack of basic nutrition
knowledge
Discussion

Because participation was
voluntary, there was no way to
assure that subjects would make
honest attempts to correctly
answer the questions
Discussion

Significant differences at pre-test



Experimental group had a significantly
lower score at pre-test (p =0.040)
May have allotted for greater
improvement by experimental group
Possibly a result of inability to
randomize the sample population
Summary

Effect of sport supplement intervention

Five sessions of nutrition and sport
supplement education intervention were
effective in improving sport supplement
knowledge in adolescents from a lowincome community

Consistent with finding from Hartman et al.
(1997) in adults from low-income
communities
Summary

Gender differences (Experimental
group)

Present study indicated no significant
difference between gender at pre-test


The improvement at post-test was greater in
females than males
Finding does not agree with Massad et al.
(1995) and Krowchuk et al. (1989)
Summary

Class level differences
(Experimental group)

At pre-test



Freshmen scores lower than seniors’
Sophomores’ scores significantly lower than
juniors’ and seniors’
At post-test

No significant differences in scores among
class levels
Summary
Dietary supplement use

Most consumed vitamin/mineral
supplements




vitamin C
iron
calcium
Consistent with Kim & Keen (1999)
and Lino et al. (1999)
Limitations
Sample Size

Limited number of subjects
available at NSA

Finding a willing school to
participate
that fit the grant criteria

Time restraints
Limitations
Confounding error

School fire



Considerable subject maneuvering
Loss of subjects (control group)
Possible interaction between groups
Limitations
Questionnaire Limitations
 Complicated terminology may have
hindered the experimental group’s
ability to understand certain issues
 Subject participation was optional and
the investigator was unable to control
attendance to educational lessons by
the experimental group
Limitations
Questionnaire Limitations
 Assessing frequency of dietary
supplement use



Results based on subjective
responses
Likert-type point value system
Difficulty in ascertaining frequency of
use
Limitations
Sources of Nutrition Information


Prior studies have assessed this
information in adolescents from
communities of higher income
Present study would have provided
suitable comparison for individuals
of low-income
Conclusion


A short-term nutrition education
program can significantly improve
sport supplement knowledge in high
school students from a low-income
community
Future research is needed to assess
long-term effects of nutrition
education in low-income communities

Use of more objective measures are also
required
Generalizability

Assuming internal consistency,
results may be generalized to
other high school adolescents in
low-income communities
Future Research Implications



Possibility for future research in
this needed area is evident
Similar investigation in progress
Incorporating current material into
other high school in low-income
communities