Efforts of increasing the knowledge and improving the attitudes of coach students: A pilot study investigating, firstly, the possible effects of an interactive intervention on a) knowledge of low energy availability and disordered eating and b) attitudes to communication with athletes and, secondly, participants’ experience of the intervention.
Abstract
Background: Coach behavior is a possible risk factor with regards to athletes’ development of eating disorders (EDs). Meanwhile, research indicate that coaches have inadequate knowledge on the topic.
Objective: To investigate the possible effects of an interactive intervention on coach students’ knowledge, perceived knowledge, attitudes and participant experience.
Methods: The pilot study is a controlled study. Participants consisted of coach students from the Norwegian School of Sport Sciences (NSSS) and Kristiania in Oslo, Norway. The intervention group received an interactive intervention and responded to a nonvalidated questionnaire pre (T1) and post (T2) intervention. The reference group responded to the questionnaire twice (T1 and T2) prior to receiving a digital version of the intervention. Knowledge of low energy availability (LEA) and disordered eating (DE) was measured through their written responses. A visual analogue scale (VAS) was utilized to measure perceived knowledge, attitudes and level of satisfaction with the intervention. Participants’ feedback was collected in written format.
Analyses: Demographic variables and level of satisfaction was analyzed through descriptive statistics. A knowledge index, chi-square tests and 95% confidence intervals (95%CI) were calculated, portraying the groups’ knowledge at T1 and T2. Independentsamples t-tests and paired-samples t-tests were conducted to compare groups’ perceived knowledge and attitudes at T1 and T2 and assess possible changes within groups, respectively. The participants’ feedback was analyzed by quantifying their responses.
Results: Intervention and reference group participants had a 0.68 (95%CI: 0.47-0.85) and 0.18 (95%CI: 0.05-0.40) likelihood of increasing their knowledge from T1 to T2, respectively. Groups’ knowledge was similar at T1. The intervention group had a higher and significantly increased knowledge at T2. At T2, the intervention group was superior to the reference group in their a) perceived knowledge in all variables and b) attitudes in seven variables. Change was observed in all perceived knowledge items and in nine attitude items, in the intervention group. Furthermore, the intervention group expressed a high level of satisfaction towards the intervention.
Conclusion: The presented interactive intervention may have beneficial effects on coach students’ knowledge, perceived knowledge and attitudes, while being satisfactory with regards to participant experience. However, more research of greater quality is necessary.
Description
Masteroppgave - Norges idrettshøgskole, 2024