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Comparison of the Effects of Different Forms of Nutrition Education on Adolescent Male Soccer Players
Abstract
The purpose of this study was to compare the educational effects on nutrition knowledge of two teaching methods targeting adolescent male soccer players through learning online from WeChat account articles (WeChat group) or taking classroom courses (classroom group). The study investigates whether such teaching methods can improve self-efficacy and nutrition knowledge for athletes. A total of 41 U15 (age 15) youth male soccer players, 21 in the classroom group and 20 in the WeChat group, participated in the experiment by receiving the same nutrition education separately for 12 weeks. An athlete nutrition KAP questionnaire and self-efficacy questionnaire were conducted before the intervention, immediately after the intervention, and 6 weeks and 12 weeks after the intervention. As a result, the nutritional knowledge score and the total score of the athlete nutrition KAP questionnaire in the classroom group increased significantly and were notably higher than those in the WeChat group. Self-efficacy scores improved significantly in both groups. In conclusion, the study showed that the level of nutritional knowledge of U15 male soccer players was mediocre, and both forms of nutrition education can significantly improve the level of nutritional knowledge and self-efficacy of the players. In comparison, the educational effect of classroom teaching is significantly greater and more consistent than that of learning from WeChat public articles.
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“but classroom teaching produced stronger and more sustained knowledge gains (33)”
In the citing paper
“Soccer/football was most represented (11, 13–15, 17, 19, 20, 29, 32–34, 38), followed by volleyball (31, 35, 36), basketball (39), handball (23, 37), baseball (16), hockey (28), American football (7, 8, 22), and mixed-sport youth settings (18, 21, 24, 30).”
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“Gao et al. showed that both WeChat and classroom education improved outcomes”
In the citing paper
“Brief lectures, posters, workbooks, web-apps, articles, and infographics were feasible and were often accompanied by knowledge gains (11–14, 28, 33), but were less often accompanied by robust dietary change when used alone.”
In the citing paper
“Digital delivery supported knowledge acquisition, but interactive classroom delivery could produce stronger or more sustained gains than digital-only formats.”
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Tawfik, S., El Koofy, N., & Moawad, E. M. I. (2016) · PLOS ONE · doi:10.1371/journal.pone.0161252 · Cited by 63
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Cited by
Irwin, N., Ó Catháin, C., Ward, C., & Kelly, D. T. (2026) · Journal of the International Society of Sports Nutrition · doi:10.1080/15502783.2026.2671431 · Cited by 4
Victoria-Montesinos, D., García-Muñoz, A. M., Mercader-Ros, M. T., Jaraba-Salinero, Y., & Figueroa-Morales, F. (2026) · Frontiers in Nutrition · doi:10.3389/fnut.2026.1939289 · Cited by 1
Veloso-Pulgar, M., & Farran-Codina, A. (2026) · Frontiers in Nutrition · doi:10.3389/fnut.2026.1821345 · Cited by 1
Metadata
- Authors
- Gao, Z., Wang, S., Peng, L., Sun, L., Qiu, P., Bai, B., Zhang, Q., Wu, J., Zha, Y., Zhu, F., & Wang, Q.
- Affiliations
- National Institute of Sports Medicine, National Testing & Research Center for Sports Nutrition, 1 Anding Road, Beijing 100029, China
- School of Kinesiology, Shanghai University of Sport, Shanghai 200438, China
- Beijing Football Association, Beijing 100050, China
- The First Hospital Affiliated to Wenzhou Medical University, Wenzhou 325000, China
- ORCID
- Wang, Qirong
- Venue
- International Journal of Environmental Research and Public Health
- Publisher
- MDPI AG
- Published
- 2022-10-24
- Volume
- 19
- Issue
- 21
- Pages
- 13803
- ISSN
- 1660-4601
- Cited by
- 9
- References
- 3
- Language
- en
- Funders
- Sports Nutrition Technology Service and Innovation Project of General Administration of Sport of China (2018277, 2019YFF0301700)
- National Key R&D Program of China (2018277, 2019YFF0301700)
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