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Cited by 3Nutrition, Health and Food BehaviorHealth and Lifestyle StudiesDietetics, Nutrition, and Education

The DOI matches its Crossref record; 41 of the 41 references it cites were found in a registry or an index; none of the 29 sources its claims cite is checked for support yet.

5A's Behavior Change Model Improves Nutrition Knowledge and Intake Among Adolescent Athletes

Open access
Lee, Saningun, Hwang, Yeongtaek, Lim, Hyunjung·2024·Clinical Nutrition Research

Abstract

This study compared the effects of 12 weeks of intensive nutrition education (IE) using the 5A's behavioral change model and basic nutrition education (BE) on nutritional knowledge and nutrient intake among Korean adolescent athletes. This study included elite adolescent athletes (IE group: n = 65, BE group: n = 65) at a physical education high school in Seoul. In this prospective, randomized, controlled trial, the athletes' body composition, nutritional knowledge, nutrient intake, and self-management practices were evaluated at the beginning and end of the intervention. Both groups had increased levels of nutrition knowledge between pre- and post-test, but the change in total score for nutrition knowledge was significantly higher in the IE group than in the BE group (p < 0.001). Energy intake post-test increased significantly in the IE group (from 2,185 to 2,651 kcal/day, p < 0.001) but not in the BE group. The intake of carbohydrates, protein, and fat also increased significantly in the IE group (carbohydrates: from 298 to 352 g/day, protein: from 86 to 106 g/day, fat: from 71 to 88 g/day, all p < 0.001), but the change in the BE group was not significant. Additionally, the IE group showed a significant overall increase in vitamins and minerals compared to the BE group at post-test. Adolescent athletes in the IE group showed improved nutritional knowledge and intake compared to those in the BE group 12 weeks after the intervention.

Overview

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TL;DR

In a 12-week prospective controlled trial with 130 Korean adolescent athletes, intensive nutrition education using the 5A’s behavior change model improved nutrition knowledge and nutrient intake more than basic group nutrition education. The intensive group increased energy and macronutrient intake, while the basic education group showed no significant changes.

Key findings

  • Nutrition knowledge total score improved in both groups, but the IE group’s increase was significantly greater than the BE group’s: IE changed from 26.9 to 63.9 (change 37.0 ± 16.7) vs BE from 28.5 to 48.1 (change 19.6 ± 14.8), p < 0.001.
  • Energy intake increased significantly in the IE group from 2,185 to 2,651 kcal/day (p < 0.001), but not in the BE group (2,199.6 to 2,140.3 kcal/day; change −59.3 ± 796.3). Carbohydrate (298 to 352 g/day), protein (86 to 106 g/day), and fat (71 to 88 g/day) also increased significantly in the IE group (all p < 0.001), while BE changes were not significant.
  • The IE group showed significantly greater increases in vitamins and minerals than the BE group at post-test; the change in average intake of all minerals investigated was significantly higher in the IE group (p ≤ 0.001). Vitamins A, D, and C remained below the Korean dietary reference intake in both groups despite the intervention.
  • Self-management practices improved significantly within the IE group for mental readiness, daily living, personal routine, training, and physical conditioning management (p < 0.05), while the BE group showed no significant changes; however, there were no significant between-group differences in change.

Methods

  • Prospective controlled trial conducted at a physical education high school in Seoul, South Korea, from May to September 2018. Participants were 144 adolescent athletes aged 16–18 years (86 boys, 58 girls); 14 withdrew, leaving 130 analyzed (IE n = 65, BE n = 65).
  • The IE group received four group nutrition education sessions plus four face-to-face 5A’s counseling meetings (approximately 20 minutes each), four mobile messages, and two phone calls. The BE group received only four group nutrition education sessions.
  • Outcomes assessed at baseline and post-intervention included body composition, nutrition knowledge (109-item questionnaire), nutrient intake (3-day food records analyzed with CAN-Pro 5.0), and athlete self-management practices (35-item questionnaire). Statistical analysis used independent and paired t tests, chi-squared tests, and SPSS version 23, with p < 0.05 considered significant.

Limitations

  • Stated: possible bias toward compliance among participants receiving both education and counseling; the sample was limited to one physical education high school and may not fully represent all Korean adolescent athletes; nutritional differences between male and female athletes were not considered, although no significant gender differences were found between groups.
  • Stated: athletic performance was not directly evaluated in this study.
  • Evident from Table 1: baseline daily exercise time differed significantly between groups (IE 4.5 ± 1.3 hr vs BE 5.0 ± 0.8 hr, p = 0.022), despite the text stating no significant baseline differences; nutrient intake was assessed using self-reported 3-day food records.

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Integrity signals

Registry

Crossref · 10.7762/cnr.2024.13.4.244

Cites

41 of 41 references verified0 citation errors · 0 not checkable

Statistics

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Figures

Figure 1 Flow chart of participants of the study. IE, intensive nutrition education; BE, basic nutrition education.
Figure 1 Flow chart of participants of the study. IE, intensive nutrition education; BE, basic nutrition education.CC BY-NC · PubMed Central
Figure 2 Nutrition counseling sample applying the 5A’s behavior change model with adolescent athletes in this study. *The phase to inform the participant about risk and the need to change their lifestyle; †The phase to suggest motivational counseling and education; ‡The phase to set goals collaboratively; §The phase to present a specific action plan; ∥The phase to follow-up.
Figure 2 Nutrition counseling sample applying the 5A’s behavior change model with adolescent athletes in this study. *The phase to inform the participant about risk and the need to change their lifestyle; †The phase to suggest motivational counseling and education; ‡The phase to set goals collaboratively; §The phase to present a specific action plan; ∥The phase to follow-up.CC BY-NC · PubMed Central

Verification

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Citations

Cites

Show all 41 references

Research works printed but not linked: 7

  1. Thomas, 2016, Med Sci Sports Exerc, 48, 543
  2. Hornstrom, 2011, Food Nutr Sci, 2, 109
  3. Kim, 2003, Korean J Sport Sci, 14, 125
  4. Smith, 2015, J Sports Med (Hindawi Publ Corp), 2015, 734649
  5. Ministry of Health and Welfare, 2020, 2020 Dietary reference intakes for Koreans: vitamins
  6. Ministry of Health and Welfare, 2020, 2020 Dietary reference intakes for Koreans: minerals
  7. Sturgiss, 2017, Can Fam Physician, 63, 506

Cited by

Metadata

Authors
Lee, S., Hwang, Y., & Lim, H.
Affiliations
Kyung Hee University (KR)
Corresponding author
Lim, Hyunjung
Venue
Clinical Nutrition Research
Published
2024
Volume
13
Issue
4
Pages
244
ISSN
  • 2287-3732 (ISSN-L)
  • 2287-3740
OpenAlex
W4403988535
Cited by
3
References
41
Citations by year
2026: 2 · 2025: 1
FWCI
0.68
Type
journal article
Language
en
Open access
Licence
  • cc-by-nc
  • creativecommons.org/licenses/by-nc/4.0/ (tdm)
Locations
  • Clinical Nutrition Research (publishedVersion, cc-by-nc)
  • PubMed Central (publishedVersion, cc-by-nc)
  • PubMed (publishedVersion)
Topics
  • Health Sciences › Nursing › Nutrition and Dietetics › Nutrition, Health and Food Behavior
  • Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Health and Lifestyle Studies
  • Health Sciences › Nursing › Nutrition and Dietetics › Dietetics, Nutrition, and Education
Keywords
nutrition education, youth athletes, nutrition knowledge, nutrient intake, energy intake, macronutrient intake, micronutrient intake, self-management strategies, body composition, elite athletes, high school physical education

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