Doping Prevention in Sport: Overview of Anti-Doping  Education Programmes

Sipavičiūtė, Beatričė; Šukys, Saulius; Dumčienė, Audronė

doi:10.33607/bjshs.v2i117.916

Cited by 9 publications

(10 citation statements)

References 46 publications

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“…Meanwhile, evidence suggests that including psychological and other aspects of anti-doping interventions can reduce doping in athletes (Kavussanu et al, 2021 ). Moreover, an approach that examines the validity of athletes' belief systems and encourages them to think critically about the use of prohibited substances in sports would be practical (Sipavičiute et al, 2020 ). The learning content of education for non-athletes, as stipulated in the education pool, is left to the provider.…”

Section: Discussionmentioning

confidence: 99%

“…The purpose of the ISE is to conduct ADE with awareness of both intentional and unintentional doping precautions. In establishing the ISE, the importance of providing education and awareness based on scientific evidence to help promote the precaution of doping, a multifaceted and complex phenomenon, was further recognized (Sipavičiute et al, 2020 ). “Awareness-raising” is one of the four elements of ISE education.…”

Section: Introductionmentioning

confidence: 99%

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Relationship between the level of willingness to learn about anti-doping and objective knowledge among Japanese university athletes: A cross-sectional study

Murofushi¹,

Kawata²,

Yamaguchi³

et al. 2022

Front. Sports Act. Living

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Previous studies have indicated that athletes' anti-doping knowledge is inadequate. Athletes' willingness to learn about anti-doping (willingness to learn) may influence their anti-doping knowledge, but the actual situation is unclear. This study aimed to determine the relationship between athletes' willingness to learn about anti-doping and their objective measurement knowledge and explore directions for educational interventions. The eligible participants were 971 male and 802 female university athletes. We used the ALPHA test (12 questions/four choices; passing index: ≥10 points/80% correct answer rate) to assess objective anti-doping knowledge. The willingness to learn question was, “Would you like to learn more about anti-doping?” Responses were given on a 4-point scale ranging from 1: strongly disagree to 4: strongly agree. An ANCOVA was conducted with four levels of willingness to learn as the independent variable and ALPHA correct answer rate as the dependent variable, adjusting for confounding factors (years of athletic experience and anti-doping education experience). The percentage of athletes (%) and each ALPHA correct answer rate (%) by the level of willingness to learn was 1: strongly disagree, n = 1.64%, 61.78%; 2: somewhat disagree, n = 13.14%, 62.38%; 3: somewhat agree, n = 62.94%, 64.08%; 4: strongly agree, n = 22.28%, 67.11%. The ALPHA correct answer rates showed significant differences in the main effect by the level of willingness to learn [F(3, 1767) = 2.873, p < 0.05, η2 = 0.01], although the effect size was small, and multiple comparisons showed no significant differences between the levels. The results indicated that the ALPHA correct answer rate did not reach 80% even for the “strongly agree” level of willingness to learn, suggesting that information on anti-doping may be inadequate. The need to provide sufficient educational content to improve knowledge was evident.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Relationship between the level of willingness to learn about anti-doping and objective knowledge among Japanese university athletes: A cross-sectional study

Murofushi¹,

Kawata²,

Yamaguchi³

et al. 2022

Front. Sports Act. Living

View full text Add to dashboard Cite

show abstract

Section: Introductionmentioning

confidence: 99%

“…Since doping can harm the sports industry, athletes must participate in antidoping education programs and understand anti-doping rules [13]. Several studies have focused on anti-doping education, especially among the youth population [13,5]. Sipavičiūtė et al [13] asserted that anti-doping education should target young athletes and include family, friends, and coaches.…”

Section: Introductionmentioning

confidence: 99%

Doping Among Minnows in Ghana: Is Eligibility the Main Issue?

Adu

Aboagye²,

Addae³

2023

EJPE

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Despite the use of drugs among amateur athletes linked to inadvertent doping, there is a gap in the literature about other factors that prompted doping behaviour. The present study examined if eligibility to participate in sports competitions is the main cause of doping among young athletes in Ghana. To achieve this, an interpretative qualitative research design approach was adopted. Purposive and snowballing sampling techniques were employed to recruit 10 former basic school student-athletes who admitted to using drugs to participate in school competitions. Semi-structured interviews were the instruments used to collect the data to answer the research questions. Thematic analysis was employed after the data have been transcribed verbatim. The findings of the study revealed that students take performance-enhancing drugs to “become eligible to participate in the competitions”, “to improve stamina”, and “gives them extra energy to perform without getting tired”. Again, it was found that the former student-athletes were unaware of the effects of taking the drugs. The study further exposed some effects of performance-enhancing drugs which included addictiveness and physiological health challenges on the individual. The study recommends that stakeholders should educate minnows on the adverse effects of taking drugs without a doctor’s prescription. Again, age should be used when organising competitions for student-athletes at the basic school level rather than weight, height and facial description. Article visualizations:<img src="/-counters-/soc/0025/a.php" alt="Hit counter" />

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“…While some studies have focused primarily on providing an overview (see a research analysis by Sipavičiute et al, 2020 ) or looking at the effect of doping prevention interventions (see a review by Bates et al, 2019 ), less attention has been paid to the underlying understanding of learning. This is remarkable because successful learning processes can be seen as an essential prerequisite for progress in anti-doping efforts.…”

Section: Introductionmentioning

confidence: 99%

Efficient Ways to Combat Doping in a Sports Education Context!? A Systematic Review on Doping Prevention Measures Focusing on Young Age Groups

Pöppel

2021

Front. Sports Act. Living

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Youth is characterized by testing and crossing natural boundaries, sometimes with the help of performance-enhancing substances. In this context, doping prevention measures play a crucial role to protect individuals both within and outside the context of elite sport. Based on the PRISMA guidelines, a systematic literature search was conducted in the databases ProQuest (ERIC), Scopus, PSYNDEX/PsychInfo, PubMed, and Web of Science Core Collection to provide an overview of the impact of doping prevention measures, with particular attention to the underlying understanding of learning. As a result of the screening process, 30 of the initial 5,591 articles met the previously defined and recorded eligibility criteria. The analysis led to heterogeneous results regarding content, implementation, target group, or outcome variables considered relevant. Two-thirds of the studies related to the competitive sports context. Nevertheless, there has been a growing interest in studying doping prevention and its effects on non-elite athlete target groups in recent years. In terms of effectiveness, many measures did not achieve long-term changes or did not collect any follow-up data. This contrasts with understanding learning as sustained change and reduces the intended long-term protection of prevention measures, especially for adolescent target groups. Even young age groups from 10 years upwards benefited from doping prevention measures, and almost all doping prevention measures enabled their participants to increase their physical and health literacy. No conclusion can be drawn as to whether doping prevention measures based on constructivist ideas are superior to cognitivist approaches or a combination of both. Nevertheless, programs that actively engage their participants appear superior to lecture-based knowledge transfer. Most of the prevention measures offered a benefit-orientation so that participants can achieve added value, besides trying to initiate health-promoting change through rejection. Because of the lack of sustained changes, a further modification in doping prevention seems necessary. The review results support the value of primary prevention. Doping prevention measures should enable tailored learning and development options in the sense of more meaningful differentiation to individual needs. The implementation in a school context or an online setting is promising and sees doping as a problem for society. The review highlights the importance of accompanying evaluation measures to identify efficient prevention components that promote health and protect young people.

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Doping Prevention in Sport: Overview of Anti-Doping Education Programmes

Cited by 9 publications

References 46 publications

Relationship between the level of willingness to learn about anti-doping and objective knowledge among Japanese university athletes: A cross-sectional study

Relationship between the level of willingness to learn about anti-doping and objective knowledge among Japanese university athletes: A cross-sectional study

Doping Among Minnows in Ghana: Is Eligibility the Main Issue?

Efficient Ways to Combat Doping in a Sports Education Context!? A Systematic Review on Doping Prevention Measures Focusing on Young Age Groups

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