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College courses are often offered from various disciplines, and depending on which department offers the class, the course could be taught by faculty with different educational preparation or training. This could result in significant differences in the approach and content of the course (i.e., theoretical or applied) or a difference in the instructors’ perceived importance and, therefore, the depth and time spent on various topics. We evaluated potential differences in the sports nutrition curriculum because it is a course that is usually taught by either nutritionists or exercise physiologists. A cross-sectional survey was sent to sports nutrition instructors at accredited large U.S. institutions. Descriptive statistics were analyzed via an ANOVA and Χ2 using Crosstabs in Qualtrics. Alpha was set at p < 0.001. Additionally, short interviews with some participants were recorded and transcribed verbatim. The findings of this study indicated that regardless of the instructor’s educational preparation and discipline, the majority of sports nutrition topics received similar time and depth and were rated as similarly important (p > 0.001). Out of 10 current textbooks, the majority of instructors preferred only 1 of 4 of them. From the short interviews, instructors reported that their courses were more applied than theoretical or balanced between the two. Most instructors designed their courses with a focus on achieving applied outcomes.

The purpose of this study was to examine the impact of a sport nutrition education and life-skills intervention on sport nutrition knowledge (SNK), attitudes/beliefs and dietary behaviors relevant to sport nutrition among high school (HS) soccer players. Three assessments were done over the 2-year intervention (baseline = time 1, end year 1 = time 2, end year 2 = time 3). Participants (n = 217; females = 64%; Latino = 47.5%; 14.9 ± 0.9-year; 46.5% National School Breakfast/Lunch Program) were assigned to an intervention group (IG, n = 153; 9 schools) or comparison group (CG, n = 64; 4 schools) based on geographical location. Differences over time were examined based on group, sex, socioeconomic status (SES) and race/ethnicity. The IG increased SNK scores by ~10% (time 1 = 51.6%; time 3 = 60.9%; p ≤ 0.001), with the greatest change in the female IG vs. CG and no differences in male IG vs. CG. Daily breakfast consumption was 53.7% in both groups. IG players were 3 times more likely (95%CI = 2.59, 7.77) to report trying to eat for performance (IG = 48.7% vs. CG = 30.2%). By time 3, IG players were less likely to report that ‘diet met nutritional requirements’ (31.6%) compared to CG (47.6%). For IG, the consumption of lunch (≥5-days/week) did not change (92.2–93.4%), but declined in the CG (90.6%) (p = 0.04). No other differences by sub-population (race/ethnicity, SES) were observed. Our findings indicate that HS athletes are motivated to learn and improve diet behaviors, and benefit from team-based nutrition interventions. Future interventions should consider delivery of curriculum/experiential learning during a defined training period, with messages reinforced with supports at home, school and athletic settings.

This study aimed to investigate the current status and perceptions of nutrition education among sports majors and workers in Korea to provide information that can be utilized in educational curriculums of universities and other external institutions for sports nutrition education. This study included Korean adults aged over 19 years who majored in physical education at a university. The questionnaire consisted of questions regarding demographic characteristics (10 questions), nutritional awareness (20 questions), and the General Nutrition Knowledge Questionnaire (GNKQ, 88 questions). This survey was conducted entirely online using simple random sampling, and 706 responses were included in the final data analysis. An independent sample t-test and one-way ANOVA were conducted to confirm group differences. Post hoc pairwise comparisons with a Tukey adjustment were conducted. The statistical significance level for all data was set at  < 0.05. Approximately 42% of the participants completed nutrition classes at the university and 19.4% at other institutions. The assessment of their nutritional knowledge level was 3.06   ±   1.08 points (  < 0.001) on a 5-point Likert scale, with participants who had completed nutrition classes scoring higher (  < 0.001).The GNKQ also found that participants who received nutrition classes scored higher in all sections, including the total scores (total score,  = 0.011; one section,  = 0.030; three sections,  < 0.001). Nutrition is a crucial aspect that cannot be excluded from physical education. Therefore, government and university institutions must increase lecture hours and hands-on opportunities by incorporating diverse educational curricula in physical education-related departments. This approach will help create a safer and more systematic sports environment and positively impact healthcare policies.

The aim of this study was to evaluate the effects of a seven-week nutrition education intervention on the sports nutrition knowledge (SNK) of highly trained UK adolescent swimmers. Fifteen national and international adolescent swimmers (males = 5; females = 10, 15.5 ± 1.1 years, 170.2 ± 7.5 cm, 60.3 ± 5.7 kg) participated in the study during seven consecutive weeks of the competitive swimming season. The participants received 30 min of nutrition education once per week in a classroom-based setting after they had completed their regular swim training. An undergraduate sports nutrition student delivered all nutrition education sessions and SNK questionnaires were administered to the participants pre- and post-intervention. The mean total SNK score improved by 8.3% (SD = 8.4%, 95% CI = 4.1–12.6; p = 0.006; ES = 1.0) following the nutrition education sessions. On an individual basis, ten swimmers significantly improved their total SNK score, whereas four swimmers did not improve, and one swimmer performed significantly worse after the intervention. Moreover, the swimmers’ knowledge of hydration improved by 22.2% (SD = 20.6%, 95% CI = 11.8–32.6, p = 0.004, ES = 1.1) over the seven-week timeframe, which was the only nutrition topic to have a significantly increased knowledge score. The current study therefore suggests that a nutrition education intervention can positively influence the SNK of highly trained adolescent swimmers.

In modern medical education, a robust understanding of statistics is essential for fostering critical thinking, informed clinical decision-making, and effective communication. This paper explores the synergistic value of early and continued statistical education for medical students and residents, particularly in relation to the expanding field of sports supplementation and its impact on athletic performance. Early exposure to statistical principles enhances students’ ability to interpret clinical research, avoid cognitive biases, and engage in evidence-based practice. Continued statistical learning throughout residency further refines these competencies, enabling more sophisticated analysis and application of emerging data. The paper also addresses key challenges in integrating statistics into medical curricula—such as limited curricular space, student disengagement, and resource constraints—and proposes solutions including interactive learning, case-based teaching, and the use of public datasets. A unique emphasis is placed on connecting statistical literacy to the interpretation of research in sports science, particularly regarding the efficacy, safety, and ethical considerations of sports supplements. By linking statistical education to a dynamic and relatable domain like sports performance, educators can not only enrich learning outcomes but also foster lasting interest and competence in quantitative reasoning. This integrated approach holds promise for producing more analytically proficient and clinically capable physicians.

Background The physical literacy (PL) concept integrates different personal (e.g., physical, cognitive, psychological/affective, social) determinants of physical activity and has received growing attention recently. Although practical efforts increasingly adopt PL as a guiding concept, latest evidence has shown that PL interventions often lack specification of important theoretical foundations and basic delivery information. Therefore, the goal of the present study was to develop an expert-based template that supports researchers and practitioners in planning and reporting PL interventions. Methods The development process was informed by Moher et al.’s guidance for the development of research reporting guidelines. We composed a group of ten distinguished experts on PL. In two face-to-face meetings, the group first discussed a literature-driven draft of reporting items. In the second stage, the experts anonymously voted and commented on the items in two rounds (each leading to revisions) until consensus was reached. Results The panel recommended that stakeholders of PL initiatives should tightly interlock interventional aspects with PL theory while ensuring consistency throughout all stages of intervention development. The Physical Literacy Interventions Reporting Template (PLIRT) encompasses a total of 14 items (two additional items for mixed-methods studies) in six different sections: title (one item), background and definition (three items), assessment (one item each for quantitative and qualitative studies), design and content (five items), evaluation (one item plus one item each for quantitative and qualitative studies), discussion and conclusion (two items). Conclusion The PLIRT was designed to facilitate improved transparency and interpretability in reports on PL interventions. The template has the potential to close gaps between theory and practice, thereby contributing to more holistic interventions for the fields of physical education, sport, and health.

Background/Objectives: Proper nutrition is crucial for the growth, development, and performance of young football players. Despite higher nutritional needs, physically active adolescents often have a suboptimal diet. This study assessed the diet quality of youth football players aged 11–16 from Poznań, Poland, focusing on the frequency of consuming health-promoting and non-healthy food groups. Methods: Participants were Football Championship School students. A total of 78 boys were analyzed and divided into early (11–13 years) and middle adolescence (14–16 years) groups. Dietary behaviours, nutritional knowledge, physical activity, screen time, and family affluence were assessed using a validated questionnaire (SF-FFQ4PolishChildren). The pro-Healthy Diet Index (pHDI) and non-Healthy Diet Index (nHDI) were calculated based on the frequency of food consumption. Results: The key predictors of the pro-Healthy Diet Index (pHDI) were the Cole index (β = −0.39; p < 0.001), subjective self-assessment of dietary habits (β = 0.23; p = 0.023), and the level of nutritional knowledge (β = 0.22; p = 0.030), explaining 25% of the variance in pHDI. In early adolescence, the Cole index was the main predictor (β = −0.51, p < 0.001, R2 = 32%), whereas in middle adolescence, self-assessment of dietary habits (β = 0.49, p = 0.002) and nutritional knowledge (β = 0.34, p = 0.03, R2 = 30) were the strongest predictors. Despite high levels of physical activity and positive self-assessment, only 1.28% of participants met all key criteria for a healthy diet. Screen time was negatively correlated with physical activity and positively associated with energy drink consumption. Conclusions: The results highlight a discrepancy between declared knowledge and actual behaviours, emphasizing the need for targeted, multi-level interventions involving families and coaches to improve dietary practices in young athletes.

Regular physical activity provides a variety of health benefits and is proven to treat and prevent several non-communicable diseases. Specifically, physical activity enhances muscular and osseous strength, improves cardiorespiratory fitness, and reduces the risk of hypertension, coronary heart disease, stroke, type 2 diabetes, mental health disorders, cognitive decline and several cancers. Despite these well-known benefits, physical activity promotion in clinical practice is underused due to insufficient training during medical education. Medical trainees in the USA receive relatively few hours of instruction in sports and exercise medicine (SEM). One reason for this shortage of instruction is a lack of curricular resources at each level of medical education. To address this need, the American Medical Society for Sports Medicine (AMSSM) assembled a group of SEM experts to develop curricular guidance for exercise medicine and physical activity promotion at the medical school, residency and sports medicine fellowship levels of training. After an evidence review of existing curricular examples, we performed a modified Delphi process to create curricula for medical students, residents and sports medicine fellows. Three training level-specific curricula emerged, each containing Domains, General Learning Areas, and Specific Learning Areas; options for additional training and suggestions for assessment and evaluation were also provided. Review and comment on the initial curricula were conducted by three groups: a second set of experts in exercise medicine and physical activity promotion, sports medicine fellowship directors representing a variety of fellowship settings and the AMSSM Board of Directors. The final curricula for each training level were prepared based on input from the review groups. We believe enhanced medical education will enable clinicians to better integrate exercise medicine and physical activity promotion in their clinical practice and result in healthier, more physically active patients.

Alabama is ranked 48th out of 50 states for overall health, 45th in the proportion of people who meet physical activity guidelines, 49th in cardiovascular health and 44th in mental health, and is among the five worst states for obesity and in the top three for increasing prevalence of diabetes.2 To address the challenge of poor health outcomes, the US healthcare system has begun moving towards a value-based reimbursement system with the passage of the Affordable Care Act, which aims to lower costs and improve quality. Since 80% of diseases (eg, hypertension, heart disease, type 2 diabetes, obesity, multiple cancers and osteoporosis) in the USA are related to poor lifestyles,3 the promotion of physical activity and healthy eating are low-cost measures that could significantly impact quality outcomes. The goal of this tool is to recognise inadequate levels of physical activity, encourage patients to adopt a healthy lifestyle for improved health outcomes and refer patients to programmes that can augment behaviour change. Foster and conduct research to identify clinical models that promote physical activity in practice and positively impact health outcomes in patients.