GRADE IT-A Literacy-Based Assessment Tool for Generating Research-Based Assessment Data to Evidence the ImpacT of Anti-doping Education via Athletes' Capability to Make the Right Decision

Bibliographic Data

ID5285062
AuthorsCornelia Blank (0000-0002-5913-0251, UMIT - Private Universität für Gesundheitswissenschaften, Medizinische Informatik und Technik, corresponding author), Katharina Gatterer (UMIT - Private Universität für Gesundheitswissenschaften, Medizinische Informatik und Technik), Marie Overbye (0000-0003-4066-6360, University of Stirling), Wolfgang Schobersberger (0000-0002-5657-0307, Tirol Kliniken), Bernhard Streicher (0000-0003-2964-6393, Ludwig-Maximilians-Universität München), Andrea Petróczi (0000-0002-8365-6173, Kingston University)
Year2022
Volume4
Pages842192-842192
Publication date2022-03-15
Open AccessYes
TypeARTICLE
VenueFrontiers in Sports and Active Living (JOURNAL)
Journal identifiersISSN: 2624-9367 • E-ISSN: 2624-9367
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/fspor.2022.842192
PMID35368413
OpenAlexW4220678914
LanguageEN
Citations received5
References cited40

The International Standard for Education (ISE) mandates Code Signatories to plan, deliver, and evaluate anti-doping education. Performance-based evaluation of anti-doping education requires alignment between educational goals, content, and defined outcomes. Based on an existentialist teaching and learning philosophy, we aimed to develop and test an anti-doping impact evaluation tool, to assess the impact of anti-doping education on doping awareness, literacy (DAL), perceived trust, and legitimacy. We propose that the impact of anti-doping education is best captured through assessment of situation-specific (social) cognitive mediators of actions that influence athletes' choices in the context of sport-related goals. In phase one, we aimed to develop and test the Generating Research-based Assessment Data to Evidence the ImpacT of anti-doping education (GRADE IT) evaluation tool that comprised a set of social cognitive components: anti-doping knowledge, DAL, perceived trust, and legitimacy of anti-doping (organizations). In phase two we assessed whether anti-doping education impacts knowledge, the three DAL stages (functional, interactive, and critical literacy), perceived trust and legitimacy. Phase one enrolled 986 junior elite athletes, and we showed that all GRADE IT components performed well. After revision of the tool for phase two, we validated the assumption that anti-doping education impacts the likelihood that athletes will make the "right" choice (based on a new set of data from 1,255 junior elite athletes). Comprehensive education was associated with higher scores for all stages of DAL, as well as perceived trust and legitimacy. Even athletes reporting no education had positive scores for all included outcomes, supporting the assumption that most athletes wish to engage in clean sport behaviors and might need anti-doping education not to prevent them from doping, but rather to reinforce their commitment to clean sport. In conclusion, GRADE IT, which is available in 23 languages, is a suitable tool for application to young, emerging athletes to satisfy the ISE requirement for evaluating anti-doping education programs. Researchers and practitioners alike are advised to collect additional data to further validate the tool for adult athletes, and to apply it longitudinally to identify if changes in doping prevention policies have a delayed effect on DAL, perceived trust, and legitimacy

Athletes · Context (archaeology · Legitimacy · Literacy · Medical education · Pedagogy · Physical therapy · Political science · Set (abstract data type · Computer Science · Doping in Sports · Medicine · Psychology · Sports Analytics and Performance · Sports, Gender, and Society

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