Effects of hydration educational intervention in high school football players.

Autor/inn/en	Atkins, Whitley C.; McDermott, Brendon P.; Kanemura, Koji; Adams, J. D.; Kavouras, Stavros A.
Titel	Effects of hydration educational intervention in high school football players. Gefälligkeitsübersetzung: Auswirkungen einer pädagogischen Intervention zur Flüssigkeitszufuhr bei High-School-Footballspielern.
Quelle	In: Journal of strength and conditioning research, 35 (2021) 2, S. 385-390 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1064-8011; 1533-4287
DOI	10.1519/JSC.0000000000003866
Schlagwörter	Gesundheitserziehung; Sportmedizin; Sportspiel; Leistung; American Football; Intervention; Trinken; Hydratation; Flüssigkeitshaushalt; Hydratation; Gesundheitserziehung; Trinken; American Football; Sportmedizin; Sportspiel; Intervention; Leistung
Abstract	The purpose of this study was to assess the effects of a one-time educational intervention (EI) on hydration behaviors, status, and knowledge. In a pre-test, post-test quasi-experimental design, 41 in-season American high school football players (16 ± 1 years) voluntarily participated. Teams were assigned to EI or no intervention (NI) groups. Educational intervention included a 5-minute presentation on hydration importance, self-assessment, urine-color charts, water bottles, and hydration status feedback. Baseline data included 24-hour fluid intake logs, urinalysis, and questionnaires. Data collection was repeated 3 and 24-days post-EI. Subjects provided urine samples and recorded fluid intake. Twenty-four hour mean fluid consumed (FC) and water consumed (WC) were calculated. Questionnaires quantified hydration knowledge. Significance was set a priori at p (= 0.05. Urine specific gravity was not significantly different at baseline (EI: 1.026 ± 0.006; NI: 1.023 ± 0.009; p = 0.118, confidence interval [CI] 95% [-0.001 to 008]), improved 3-days post-EI (EI: 1.017 ± 0.010; NI: 1.026 ± 0.007; p = 0.004, CI 95% [-0.015 to -0.003]), and was not different 24-days post-EI (EI: 1.021 ± 0.009; NI: 1.025 ± 0.007; p = 0.213, CI 95% [-0.008 to 002]) between groups. Three days post-EI, 24-hour WC increased significantly in the EI (EI: 888 ± 713 ml; t (19) = -5.685, p ( 0.001, CI 95%: [-1,208.9 to -560.0]) but not NI (119 ± 583 ml; t (20) = -0.915, CI 95%: [-392.0 to 153.5]) and EI increased FC by 19%, whereas NI showed a 6% FC decrease. There were no significant group (F (1,19) = 0.025, p = 0.876, = 0.001) or interaction effects for hydration knowledge (F (2,38) = 0.677, p = 0.514, = 0.034). Educational intervention improved hydration status and behaviors despite no change in knowledge. Hydration education should be implemented and reinforced by team personnel as benefits to an EI are reduced at 24-days post-intervention. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2021/3