Anti-doping education for athletes.

Autor/in	Backhouse, Susan H.
Titel	Anti-doping education for athletes. Gefälligkeitsübersetzung: Anti-Doping-Bildung für Athleten.
Quelle	Aus: Møller, Verner (Hrsg.); Waddington, Ivan (Hrsg.); Hoberman, John Milton (Hrsg.): Routledge handbook of drugs and sport. London (2015) S. 229-238 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	1-134-46405-3; 978-0-203-79534-7; 978-0-415-70278-2; 978-1-134-46405-0
Schlagwörter	Bildungsauftrag; Evaluation; Verhalten; Lerntheorie; Wissensvermittlung; Gesundheitserziehung; Norm; Doping; Leistungssport; Sportverband; Trainer; Bekämpfung; Effektivität; Intervention; Prävention; Regelwerk; Institution; Betreuer; Sportler; Informationsvermittlung
Abstract	According to the World Anti-Doping Agency (WADA), doping is fundamentally contrary to the spirit of sport and the revised 2015 World Anti-Doping Code requires 'each Anti-Doping Organization to develop and implement education and prevention programs for Athletes, including youth, and Athlete Support Personnel.' Despite these directives, the revised Code devotes a large proportion (roughly 98 per cent) of its attention to detection-based systems. In contrast, information and education programmes are only covered by three pages of the 156-page policy document. This imbalance is mirrored in funding allocations; monies are heavily directed towards punitive enforcement-based systems rather than universal prevention through education. This policy and finance context might go some way to explaining why the evidence-base surrounding doping prevention is so restricted and point to an explanation of why WADA has not been as effective as it could be in pursuing clean sport. There are few published systematic evaluations of existing education programmes and it is unclear what impact, if any, anti-doping education programmes have on athletes' cognition, affect and behaviour. Thus, we are limited in our understanding of current programme effectiveness, and the current absence of evidence limits our capacity to design and deliver effective education programmes in the future. This chapter will examine current anti-doping education policy, reflect on contemporary educational theory and consider the scant availability of evidence-based intervention approaches. It will also highlight the gaps in the literature before offering recommendations for future areas of study. (geändert). (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2019/3