Journal Articles
Permanent URI for this collectionhttps://mro.massey.ac.nz/handle/10179/7915
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Item Improving menstrual health literacy in sport.(Elsevier B.V., 2023-07-19) McGawley K; Sargent D; Noordhof D; Badenhorst CE; Julian R; Govus ADMenstrual health represents a state of complete physical, mental, and social well-being in relation to a woman's menstrual cycle. From a health literacy perspective, knowledge acquisition and expertise are dependent upon the degree to which an individual can find, access, understand, critically analyse, and apply health information. Therefore, menstrual health literacy can be used to describe the state of knowledge acquisition and application specific to menstrual health-related issues. Menstrual health literacy is low among female athletes, their coaches, and practitioners, and few evidence-informed education or implementation strategies exist to improve menstrual health literacy in sport. Moreover, athletes seldom discuss their menstrual cycles or hormonal contraceptive use with their coaches, despite experiencing menstrual symptoms and/or disturbances and perceiving their menstrual cycles/hormonal contraceptive use to affect performance. Barriers to communication about menstrual cycle- and hormonal contraceptive-related topics include a perceived lack of knowledge among athletes, coaches, and practitioners, concerns about how conversations on these issues will affect interpersonal relationships, and a lack of formal and informal discussion forums. Whilst evidence relating to the effects of the menstrual cycle phase and hormonal contraceptive use on training and performance is currently limited, with existing studies often lacking methodological rigour, impactful steps can still be made to support female athletes. This cornerstone review highlights the current state of menstrual health literacy among athletes, coaches, and practitioners, and provides recommendations for improving menstrual health literacy in sport.Item Carbohydrates and Endurance Exercise: A Narrative Review of a Food First Approach.(MDPI (Basel, Switzerland), 2023-03-11) Naderi A; Gobbi N; Ali A; Berjisian E; Hamidvand A; Forbes SC; Koozehchian MS; Karayigit R; Saunders B; Stanhope KLCarbohydrate (CHO) supplements such as bars, gels, drinks and powders have become ubiquitous as effective evidence-based CHO sources that improve endurance exercise performance. However, athletes are increasingly turning to more cost-effective 'food-first' approaches for CHO ingestion to improve exercise performance. Mixed CHO foods including cooked lentils, oats, honey, raisins, rice, and potatoes are all effective pre-exercise CHO food sources. Caution is advised when selecting some of these foods as a primary CHO source, as some athletes may be prone to gastrointestinal discomfort-especially regarding those foods where the quantities required for recommended CHO intake may be voluminous (e.g., potatoes). Palatability may be another barrier to the ingestion of some of these CHO-rich foods. Although most of these CHO-rich foods appear effective for exercise performance or recovery when consumed pre- and post-exercise, not all are viable to ingest during exercise due to difficulties in the quantities required, transport, and/or gastrointestinal discomfort. Raisins, bananas and honey may be particularly useful CHO foods for consumption during exercise, as they are easily transportable. Athletes should trial CHO food sources before, during and/or following training before implementation during competition.Item Athlete Preferences for Nutrition Education: Development of and Findings from a Quantitative Survey.(MDPI (Basel, Switzerland), 2023-05-29) Solly H; Badenhorst CE; McCauley M; Slater GJ; Gifford JA; Erueti B; Beck KL; Nieman DCNutrition education (NE) is one of several strategies aimed at enhancing the dietary intake of athletes. This study investigated NE preferences of New Zealand and Australian athletes competing nationally and internationally. Athletes (n = 124, 22 (18, 27) years, female 54.8%) from 22 sports completed an online survey, with responses analysed using descriptive statistics. Teaching techniques considered 'extremely effective' were life examples (47.6% of athletes), hands-on activities (30.6%), and discussions with a facilitator (30.6%). Setting personal nutrition goals was important to most athletes (83.9%), along with two-way feedback with a facilitator (75.0%). General nutrition topics considered 'essential' were energy requirements (52.9%), hydration (52.9%), and nutrient deficiencies (43.3%). Performance topics considered 'essential' were recovery (58.1%), pre-exercise nutrition (51.6%), nutrition during exercise (50.0%), and energy requirements for training (49.2%). Athletes preferred a 'combination of in-person group and one-on-one sessions' (25% of athletes), 'one-on one sessions' (19.2%) and 'in-person group sessions' (18.3%), with only 13.3% interested in 'exclusively online delivery'. Sessions of 31-60 min (61.3% of athletes) held monthly (37.5%) and undertaken with athletes of the same sporting calibre (61.3%) were favoured by the participants. The preferred facilitator was a performance dietitian or nutritionist (82.1% of athletes), who had knowledge of the sport (85.5%), experience in sports nutrition (76.6%), and credibility (73.4%). This research provides novel insights into the factors that need to be considered when designing and implementing nutrition education for athletes.Item Recent Developments in the Assessment of Nutrition Knowledge in Athletes(Springer Science+Business Media, LLC, 2022-06) Tam R; Gifford JA; Beck KLPurpose of Review Adequate nutrition knowledge may influence dietary behaviour, and the performance and health of athletes. Assessment of the nutrition knowledge of athletes can inform practice and provide a quantitative way to evaluate education interventions. This article aims to review nutrition knowledge questionnaires published in the last 5 years to identify advances, possible improvements in questionnaire development and design, and challenges that remain. Recent Findings Twelve new or modified questionnaires were identified. All had undergone validity and reliability testing. Advancements included quantitative measures of content validity and Rasch analysis. Online questionnaires were common, with at least seven using this format. Advances included use of images (n=2), automated scored feedback (n=1), and use of applied questions. Summary While advancements have been made in validation and reliability testing and electronic delivery, new questionnaires would benefit from interactive and attractive features including images, provision of electronic feedback, and applied questions.Item Validation of a sports nutrition knowledge questionnaire for athletes in the United Kingdom and Ireland(Cambridge University Press on behalf of The Nutrition Society, 2023-01-06) Edmonds C; Tam R; Madigan S; Gubb L; Beck KL; Gifford JA; Flood VM; Prvan T; Gemming LN; O'Connor HSound general and sports nutrition knowledge in athletes is essential for making appropriate dietary choices. Assessment of nutrition knowledge enables evaluation and tailoring of nutrition education. However, few well-validated tools are available to assess nutrition knowledge in athletes. The objective of the present study was to establish the validity of the Platform to Evaluate Athlete Knowledge Sports - Nutrition Questionnaire (PEAKS-NQ) for use in the United Kingdom and Irish (UK-I) athletes. To confirm content validity, twenty-three sports nutritionists (SNs) from elite, UK-I sports institutes provided feedback on the PEAKS-NQ via a modified Delphi method. After minor changes, the UK-I version of the PEAKS-NQ was administered to UK-I SN from the British Dietetic Association Sport and Exercise Nutrition Register, and elite athletes (EA) training at elite sports institutes in the UK and Ireland. Independent samples t-test and independent samples median tests were used to compare PEAKS-NQ total and subsection scores between EA and SN (to assess construct validity). Cronbach's alpha (good ≥ 0⋅7) was used to establish internal consistency. The SN achieved greater overall [SN (n 23) 92⋅3 (9⋅3) v. EA (n 154): 71⋅4 (10⋅0)%; P < 0⋅001] and individual section scores (P < 0⋅001) except Section B, Identification of Food Groups (P = 0⋅07). Largest knowledge differences between SN and EA were in Section D, Applied Sports Nutrition [SN: 88⋅5 (8⋅9) v. EA: 56⋅7 (14⋅5)%; P < 0⋅00]. Overall ES was large (2⋅1), with subsections ranging from 0⋅6 to 2⋅3. Cronbach's alpha was good (0⋅83). The PEAKS-NQ had good content and construct validity, supporting its use to assess nutrition knowledge of UK-I athletes.