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Implementing a Nutrition Education Program for Collegiate Female Athletes
to Increase their Know ledge on the Relationship
between Nutrition and Athletic Performance
Amanda J. Hayman
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Submitted to the Master of Arts in Education Program
Of Defiance College
In partial fulfillment of
The requirements for the degree of
Master of Arts in Education
May, 2008
Jo Ann Burkhardt, Coordinator
Master of Arts in Education Program
Chair, Division of Education
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111
Abstract
ale collegiate softball players enrolled in a National Collegiate Athletic Association
(NCAA) Division III college, located in the Midwest, participated in this study. The purpose of
this study was to detennine if the implementation of a nutrition education program for collegiate
female athletes would increase their knowledge on the relationship between nutrition and athletic
performance. Using a pre- and post-questionnaire, the results ofthis study found that five out of
the six participants had a significant increase in knowledge after the athlete nutrition education
program.
IV
Table of Contents
Page
Chapter I: Introduction
Statement of Problem
1
Justification
2
Definition of Terms
2
Limitations and Appropriate Use of Results
2
Chapter II: Review of Literature
Research Question #1: What was the relationship between
4
4
nutrition and athletic performance, according to the literature
reviewed?
Energy
5
Weight Change
5
Body Composition
6
Macro nutrients
6
Micro nutrients
7
Hydration
8
Research Question #2: According to the professional
9
literature reviewed, what were the components of a nutrition
education program?
Conclusion
Chapter III: Methods and Procedures
11
13
Participants
14
Intervention
14
v
Instruments
18
Procedures
18
Timeline
19
Data Analysis
20
Chapter IV: Results
23
Chapter V: Discussion
26
Meanings of Findings
26
Summary
27
Recommendations
28
Conclusion
30
References
32
Appendices:
Appendix A: Consent Form, Survey, and Pre-Questionnaire
35
Appendix B: Eating on the Go Handout
38
Appendix C: Weight Management Handout
39
Appendix D: Added Sugar Handout
40
Appendix E: High Saturated Fat Handout
41
Appendix F: Vitamins and Minerals Handouts
42
Non-Dairy Food Sources of Calcium
42
Food Sources of Calcium
44
Food Sources of Potassium
46
Food Sources of Dietary Fiber
48
Food Sources of Magnesium
51
VI
Food Sources of Vitamin A
54
Food Sources of Vitamin E
56
Food Sources of Vitamin C
58
Appendix G: Athlete Nutrition Education Program PowerPoint
Presentation
60
Vll
List of Figures
Figures
Page
Figurel. Nutritional Knowledge Pre- and Post Questionnaire Table:
Results and the Differences between the two.
24
Figure 2. Nutritional Knowledge Pre- and Post-Questionnaire Bar
Graph: Results and the Differences between the scores.
24
1
Chapter I: Introduction
As an assistant softball coach and a former collegiate athlete, the researcher observed that
collegiate female athletes had little or no knowledge on the relationship between nutrition and
athletic performance. The researcher decided to implement an athlete nutrition education
program for collegiate female athletes to determine if their knowledge on the relationship
between nutrition and athletic performance increased.
The professional literature supported the researcher's observations that female athletes
had little or no knowledge on the role nutrition played in athletic performance, stating that
female athletes lacked the nutrition knowledge essential to athletic performance (Zawila, Steib,
and Hoogenboom, 2003). Abood, Black, and Birnbaum (2004) found the same results in their
study, determining that the average nutrition knowledge scores from their questionnaires were
either at or below 70%. In addition, many studies have shown that athletes who participated in
an education intervention tremendously increased their nutrition knowledge (Abood et aI. , 2004;
Collison, Kuczmarski, and Vickery, 1996; Kunkel, Bell, and Luccia, 2001; Zawila et aI. , 2003).
Statement of Problem
The purpose of this project was to determine if the implementation of a nutrition
education program focused on athletic performance with collegiate female athletes increased
their knowledge ofthe relationship between nutrition and athletic performance.
The research questions were:
1) What was the relationship between nutrition and athletic performance, according to the
professional literature reviewed?
2) According to the professional literature reviewed, what were the components of a
nutrition education program?
2
3) Did knowledge of the relationship between nutrition and athletic performance increase
when a nutrition education program for female collegiate athletes was implemented?
Justification
Through direct work with collegiate female athletes, the researcher observed the lack of
nutrition knowledge and its relationship to athletic performance held by the athletes. The preand post-competition meals and all-around diets chosen by the athletes led the researcher to
believe that the athletes were unaware of the role that nutrition played in athletic performance.
Providing a nutrition education program for female athletes focused on the relationship between
nutrition and athletic performance would allow the athletes to increase their knowledge on the
effect nutrition had on their overall athletic performance. The outcome of the athlete nutrition
education program might provide the athletes with the nutritional knowledge necessary to choose
dietary options beneficial to their athletic performance.
Definition of Terms
•
Nutrition: the act or process of nourishing or being nourished.
•
National Collegiate Athletic Association (NCAA): a voluntary association that organizes
the athletic programs of many colleges and universities in the United States.
•
Division III institution: consists of colleges and universities that choose not to offer
athletically related financial aid (athletic scholarships) to their student-athletes; they may
not red shirt freshmen and they may not use endowments or funds whose primary purpose
is to benefit their athletic programs.
Limitations and Appropriate Use of Results
There were several limitations pertaining to this project. First, the project took place at a
National Collegiate Athletic Association (NCAA) Division III college. As observed by the
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researcher, implementing an athlete nutrition education program at a Division III college led the
researcher to work with collegiate female athletes who were less focused on the nutritional
aspects of sport and, at times, less motivated to engage in actions to improve their success. The
lower motivation levels present in some Division III female athletes may have affected the
results of the athlete nutrition education program.
Another limitation was the short amount oftime permitted to gather data. Finally, all the
participants in the athlete nutrition education program were athletes from one team. Using
athletes from different athletic teams could have led the researcher to other results pending the
education program. Because of the limitations listed, the results of this project cannot be
generalized to the entire population.
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Chapter II: Review of Literature
The purpose of this project was to determine if the implementation of a nutrition
education program focused on athletic performance with collegiate female athletes increased
their knowledge of the relationship between nutrition and athletic performance.
The research questions were:
I) What was the relationship between nutrition and athletic performance, according to the
professional literature reviewed?
2) According to the professional literature reviewed, what were the components of a
nutrition education program?
3) Did knowledge of the relationship between nutrition and athletic performance increase
when a nutrition education program for female collegiate athletes was implemented?
Research Question #1: What was the relationship between nutrition and athletic performance,
according to the literature reviewed?
In order to answer research question #1, a review of literature was conducted. In many
studies healthy nutrition had been linked to increased physical activity, overall performance, and
repair of the body from intense training (American Dietetic Association, 2000; Clark, Reed,
Crouse, and Armstrong, 2003). Nogueria and Da Costa (2004) stated that healthy nutritional
intake produced optimal performance, and Hinton, Sanford, Davidson, Yakushko, and Beck
(2004) felt that nutrition was one of three factors that led to top physical performance.
Many researchers emphasized the need for sports nutrition to increase performance, allow
for proper hydration for athletes, and to fuel the body throughout the entire training (Clark, Reed,
Crouse, and Armstrong, 2003; Rosenbloom, Jonnalagadda, and Skinner, 2002). The ADA
(2000) focused on the relationship between nutrition and athletic performance, which led to the
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identification of several key areas of dietary intake, which included energy, change in weight,
body composition, macro nutrients, micronutrients, and hydration.
Energy.
Many studies have shown that energy intakes of collegiate athletes were less than their
required amount of energy needed for performance (Clark, Reed, Crouse, and Armstrong, 2003;
Nogueira and Da Costa, 2004; Petersen et aI., 2006). Clark et aI. (2003) stated that athletes
required increased energy intake to reach and uphold energy balance, which was essential for the
retention oflean tissue and the promotion of top performance. For collegiate athletes who
trained at high-intensity levels, energy intakes were required for a number ofreasons: to sustain
body weight, increase training results, and establish a healthy lifestyle (ADA, 2000).
According to Imbeault, Saint-Pierre, Almeras, and Tremblay (1997), female athletes
struggled to meet the energy needs during training, and throughout rigorous training, their energy
intakes stayed the same. Low energy intakes in comparison to the energy expended during
training resulted in lower performance, placed the benefits ofthe training at risk, and also forced
the body to use fat and lean tissue mass as a primary source for fuel instead of energy (ADA,
2000).
Weight change.
Any necessary change of weight for athletes was determined to occur slowly during the
off-season (ADA, 2000). Some athletes required weight gain, which was completed by adding
more energy into their diets, along with increased strength training (ADA). On the other hand,
collegiate athletes, especially female athletes, experienced increased pressure to succeed and
turned the pressure into an altered diet in attempt to lose weight (Hinton, Sanford, Davidson,
Yakushko, and Beck, 2004). Weight loss was more complex because the healthiest way to lose
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weight was to decrease energy intake (ADA). Additionally, because of the newer weight loss
trends that included low carbohydrate diets, athletes who were unaware of the consequences of
altering their diets were placing their performance at risk, as well as decreasing their nutrient
intakes, which led to decreased body fat and muscle mass (ADA; Hinton et aI. , 2004).
Body composition.
As body weight played a substantial role in performance, body composition was another
main determinant of performance (ADA, 2000; Hinton, Sanford, Davidson, Yakushko , and
Beck, 2004). According to the ADA, body weight contributed to the velocity, stamina, and
power of the athletes, while body composition influenced the strength, agility, and look ofthe
athletes. The top objective of measuring athletes' body composition was to gather the necessary
information to improve performance (ADA). Healthy body composition meant that athletes were
able to add to their weight without adding fat, but athletes who dropped below the lowest healthy
body fat percentage (12 percent for females) risked decreasing their health and performance
(ADA). Lower body fat percentages were risking the health and performance of athletes, but at
the same time, high body fat percentages also obstructed performance (Clark, Reed, Crouse, and
Armstrong, 2003).
Macronutrients.
During exercise, the duration and intensity, sex of the athlete, and nutritional intake
before exercise affected the energy used by the body; carbohydrates, fat and protein were the
macro nutrients used for fuel by the body (ADA, 2000). Carbohydrates were suggested to make
up 45 to 65 percent of total daily calories (U.S. Department of Health and Human Services and
U.S. Department of Agriculture, 2005). The more intense the exercise, the more carbohydrates
were used for fuel (Imbeault, Saint-Pierre, Almeras, and Tremblay, 1997), and to reach top
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performance, athletes needed to consume a carbohydrate-rich diet (Nogueira and Da Costa,
2004). Important sources of carbohydrates included fruits, vegetables, grains, and milk (U.S.
Department of Health and Human Services and U.S. Department of Agriculture).
The recommended daily fat intake for adults was between 20 and 35 percent of calories
(U.S. Department of Health and Human Services and U.S. Department of Agriculture, 2005),
and as exercise continued, the energy contribution from fat decreased because of the increased
carbohydrate contribution (Bergman, Butterfield, Wolfel, Casazza, Lopaschuk, and Brooks,
1999). According to the U.S. Department of Health and Human Services and U.S. Department of
Agriculture, fats and oils were a healthy part ofthe diet, but the amounts and types of fat
consumed played a part in overall health. Increased fat intake, for the most part, increased bad fat
intake (saturated fats and trans fats), but low fat intake risked poor intakes of vitamin E (U.S.
Department of Health and Human Services and U.S. Department of Agriculture). While protein
was an important macronutrient, Americans were already consuming enough (U.S. Department
of Health and Human Services and U.S. Department of Agriculture), and its total energy
contribution was only about 5% during exercise (Phillips, Atkinson, Tamopolsky, and
MacDougall, 1993).
Micronutrients.
Micronutrients included vitamins and minerals, contributed to the production of energy,
maintaining healthy bones, correct functions of the immune systems, protection of body tissues,
and helped repair muscle tissue (ADA, 2000). Based on data collected on dietary intake, adults,
especially athletes, needed to consume more calcium, potassium, fiber, magnesium, and vitamins
A, C, and E (U.S. Department of Health and Human Services and U.S . Department of
Agriculture, 2000).
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Exercise led athletes to an increased use, and eventual loss, of micronutrients, and the
more intense a workout, the more demand to repair the lean tissue mass (ADA, 2000).
Additionally, many athletes were at risk for poor micronutrients because of the restricted energy
intakes and dramatic changes in weight throughout training (ADA).
Hydration.
Hydration for athletic performance was important for many reasons, which included
allowing athletes to maintain a healthy fluid balance (ADA, 2000; Larkin, 2005). Imbalances in
fluid, at its most severe, were life-threatening (ADA). According to the ADA, three major
problems with hydration included dehydration, hypo hydration, and hyponatremia.
Lack of fluid in the body due to exercise was known as dehydration (ADA, 2000;
Cotugna, Vickery, and McBee, 2005). The proper amount of water to stay hydrated was ten to 12
cups of water a day (Cotugna et aI., 2005). Also, drinking about 12-20 ounces of water 2-3 hours
prior to exercise helped fight offhydration (Casa et aI., 2000). Once athletes engaged in exercise,
every 15-20 minutes, 6-12 ounces of fluids were suggested to be consumed, and after the
exercise was completed, a recommended 16-24 ounces of fluids was to be taken in by the
athletes (Cotugna et a1.). In addition, Clark (2006) added that other things besides water assisted
in the recovery post-exercise, which included fruit juices, smoothies, and watery fruits by
offering carbohydrates, protein, and vitamins.
Hypohydration was defined by Sawka et aI. (2007) as shortage in the body water levels
and was usually self-inflicted by the athletes prior to an event (ADA, 2000). This most
commonly occurred in weight-emphasized sports such as wrestling and boxing (ADA).
Hyponatremia, on the other hand, was the retention of excess water in the body (ADA; Larkin,
2005). Larkin suggested drinking to thirst, not forcing hydration. Although dehydration was
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more well-known than hypohydration and hyponatremia, all three were considered harmful to
athletes' health and performance (ADA).
Many studies agreed that optimal nutrition was linked to top performance (ADA, 2000;
Clark, Reed, Crouse, and Armstrong, 2003; Hinton, Sanford, Davidson, Yakushko, and Beck,
2004; Nogueria and Da Costa, 2004). The ADA further identified six areas of dietary intake
beneficial to athletic perfonnance: energy, change in weight, body composition, macronutrients,
micro nutrients, and hydration. Each area was discussed, as well as each area's relationship to
athletic performance.
Research Question #2: According to the professional literature reviewed, what were the
components of a nutrition education program ?
Many studies conducted on nutrition education programs followed the same key
components to implement their programs. All the studies reviewed used pre-tests to determine
the knowledge ofthe athletes before entering into the education program (Abood and Black,
2000; Abood, Black, and Birnhaum, 2004; Collison, Kuczmarski, and Vickery, 1996; Kunkel,
Bell, and Luccia, 2001 ; Zawila, Steib, and Hoogenboom, 2003). A questionnaire developed by
Werblow, Fox, and Henneman was used in many of the studies, although most researchers
altered the questions to fit their individual programs (Collison et aI. , 1996; Kunkel et aI. , 2001 ;
Zawila et aI. , 2003). Zawila et aI. combined the questionnaire done by Werblow, Fox, and
Henneman (1978) with a different questionnaire created by Barr, which included 76 true or false
questions and 7 open-ended questions, while the study conducted by Abood et aI. (2004) was the
only study to use an original questionnaire, which included 42 true or false questions based on
nutrition know ledge.
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Each study performed an intervention using different subjects and different approaches to
their intervention. Abood, Black, and Birnhaum (2004) used two different teams in their study:
15 female soccer players served as the experimental group, while 15 female swimmers were the
control group. Each team was given a pre-questionnaire, but only the experimental group
participated in the 8 I-hour educational sessions performed on a weekly basis. The sessions were
constructed based on Social Cognitive Theory (SCT), which used individual motivation to
change the behaviors of the athletes (Abood et aI., 2004). Activities attempting to change
behaviors included calculating the daily energy needs required to meet top performance, along
with witnessing other athletes' positive views on nutrition (Abood et al.). While the
experimental group participated in these sessions, the control group spent the hour each week in
study hall, receiving no nutritional education (Abood et aI.).
In a different study, 28 female athletes and 32 female nonathletes participated in an
education program which included two separate workshops (Collison, Kuczmarski, and Vickery,
1996). The 28 female athletes were members of the University of Delaware's volleyball, field
hockey, and tennis teams, and the nonathletes were a sample ofthe University of Delaware's
female student body (Collison et aI. , 1996). The workshops were participation-based, occurred
one week apart and included topics such as understanding nutrition labels, diet and weight
control, osteoporosis, and bone health (Collison et aI.). Each topic was selected based on the
pre-test results; topics were covered if any question had 50% of more of the participants
choosing the wrong answer (Collison et al.).
Kunkel, Bell, and Luccia (2001) took a different approach to their study. Taking place at
Clemson University, 32 female athletes participated in a peer nutrition education program
instructed by four female students enrolled in the Didatic Program in Dietetics program at
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Clemson, who had taken a nutrition class and were recommended by their advisors for this
program (Kunkel et aI., 2001). Each peer educator was assigned eight athletes to meet with on a
weekly basis, addressing topics such as the Food Group Pyramid, serving sizes, healthy food
choices versus unhealthy food choices, the differences between an in-season diet and an out-ofseason diet, and timing of meals (Kunkel et a1.).
Once the interventions were conducted, each study used a post-test to assess the
knowledge gained from the intervention, and in every study, the same test used as the pre-test
was used after the intervention as the post-test (Abood and Black, 2000; Abood, Black, and
Birnbaum, 2004; Collison, Kuczmarski, and Vickery, 1996; Kunkel, Bell, and Luccia, 2001).
Additionally, Collison et a1. (1996) were the only researchers to use a retention test to evaluate
the knowledge retained from the intervention. The retention test was given to the participants
three months after the intervention.
All the studies reviewed used a pre-test to determine the initial knowledge ofthe athletes
coming into the education program, and each study used an education program to increase the
nutrition knowledge ofthe female athletes (Abood and Black, 2000; Abood, Black, and
Birnbaum, 2004; Collison, Kuczmarski, and Vickery, 1996; Kunkel, Bell, and Luccia, 2001 ;
Zawila, Steib, and Hoogenboom, 2003). Only one study conducted by Kunkel et a1. (2001) used
a different approach to their intervention, assigning eight female athletes to a peer educator,
where they were responsible for meeting with each athlete individually once a week. All the
other interventions took place in a group setting with the researchers implementing the programs.
Conclusion
A review of professional literature was conducted to answer the research questions. The
relationship between nutrition and athletic performance was explored, and numerous studies
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found that optimal dietary intake was directly linked to top athletic performance (ADA, 2000;
Clark, Reed, Crouse, and Armstrong, 2003). Once the relationship between nutrition and athletic
performance was established, six areas of dietary intake that played a key role in performance
were discussed.
Studies were then examined to determine the major components of nutrition education
programs. Every study used a pre-test to identify the initial knowledge of the female athletes as
they entered into the intervention, as well as using post-tests to assess the knowledge gained
from the interventions (Abood and Black, 2000; Abood, Black, and Birnhaum, 2004; Collison,
Kuczmarski, and Vickery, 1996; Kunkel, Bell, and Luccia, 2001). Different approaches were
taken in each study to implement the intervention, but generally, each study used a classroomlike approach to the education program, with participants completing different in-class activities
to increase their nutrition knowledge.
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Chapter III: Methods and Procedures
The purpose of this project was to determine if the implementation of an athlete nutrition
education program focused on athletic performance with collegiate female athletes increased
their knowledge of the relationship between nutrition and athletic performance.
The research questions were:
1) What was the relationship between nutrition and athletic performance, according to the
pro fessio nal literature reviewed?
2) According to the professional literature reviewed, what were the components of a
nutrition education program?
3) Did knowledge of the relationship between nutrition and athletic performance increase
when a nutrition education program for female collegiate athletes was implemented?
To answer research question #3, the knowledge of the relationship between nutrition and
athletic performance of the female athletes was assessed by a pre- and post-questionnaire,
collected both prior to and following the athlete nutrition education program. The scores ofthe
pre- and post-questionnaires were collected and analyzed, and the differences between the two
scores were determined.
Six female collegiate softball players participate in the study. Permission was granted to
the researcher from the head softball coach and athletic director at the college to conduct this
study. A consent form, survey, and pre-questionnaire were completed by each ofthe participants
at the beginning of the program, and six areas of nutrition essential to athletic performance were
discussed during the athlete nutrition education program (See Appendix A for a copy of the
consent fonn, survey, and questionnaire with correct answers). Educational handouts on each of
the six areas were distributed to the athletes, and a short discussion on each of the handouts
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followed. Once the program was over, the post-questionnaire was administered to the
participants.
Participants
Six female collegiate softball players from a small, National Collegiate Athletic
Association (NCAA) Division III college, located in the Midwest, participated in this study. Five
of the participants were freshmen students, and one athlete was a junior at the college. The ethnic
background of the participants included six non-Hispanic Caucasians. Two of the athletes had
taken some type ofnutrition course during their undergraduate work, and none of the participants
majored in nutrition.
Intervention
An athlete nutrition education program focusing on the relationship between nutrition and
athletic performance was designed for female collegiate athletes based primarily on the
American Dietetic Association, Dietitians of Canada, and the American College of Sports
Medicine position on nutrition and athletic performance. They felt that athletic training and
practice, sports performance and recovery time from training were improved by proper nutrition
(ADA, 2000). The position statement discussed six major areas of nutrition that affected athletic
performance, and the researcher decided to address each ofthese topics during the education
program. The six topics were energy, weight change, body composition, macro nutrients,
micro nutrients, and hydration. After each topic was briefly introduced, an activity focused on
broadening each topic for the athletes was developed.
The first topic addressed was energy, and the point of emphasis during the presentation
was the importance of maintaining high energy levels, which was primarily to increase training
results. Also discussed were the negative results of low energy intakes, emphasizing low
15
performance levels, compromising the benefits of exercise, and forcing the body to use lean
muscle tissue instead of energy for fuel during exercise.
Once the information was reviewed, each athlete received a handout regarding Eating on
the Go for athletes (See Appendix B for Eating on the Go Handout). The handout was printed
from the NCAA website and suggested different options to maintain energy levels while in a
hurry. The participants were then asked if they had any other ideas for snacks to eat to increase
their energy levels while on the go. The handout was beneficial to the participants because
athletes were on an extremely hectic schedule, and most ofthe time, they were forced to
maintain high energy levels with unhealthy food options from a vending machine.
Next, the researcher introduced the topic ofweight change, which included weight gain
and weight loss. The benefits and risks of each were discussed, as well as the proper ways to go
about weight gain and weight loss. Throughout the program, it was emphasized to the
participants that it was highly recommended to consult with the athletic training staff or a
nutritionist to determine the best ways to individually address weight gain or weight loss.
Other handouts for this topic included different weight management tools, which
included the discussion of flexible and realistic goals, the difference between long-term and
short-term dietary goals, and how to address different weaknesses in each athlete' s diet (See
Appendix C for the weight management handout). The participants then calculated their
individual minimum calorie needs by mUltiplying their weight by 20. The calculations to find the
amount of calories that should be eaten daily to gain weight (current weight x 20 + 500-1000
calories) and the amount of calories that should be eaten to lose weight (current weight x 20 250 calories) were also determined.
16
Following the discussion of weight change, body composition was introduced and
defined. The role body composition played in athletic performance was discussed, and the effects
body composition had on each individual athlete and sport were described. The researcher
explained the difference between lowering their body weight and lowering their body
composition, and the participants were asked to explain the negative results associated with
unrealistic body composition and body weight goals.
Macronutrients were the next topic discussed. The three major macro nutrients were
introduced, and carbohydrates, fat, and protein were each addressed individually. First, the daily
amount of carbohydrates needed was explained, and the researcher emphasized the importance
of a high-carbohydrate diet for athletes. Once the participants understood the negative effects a
low-carbohydrate diet could have on training, they were asked to identify foods that increased
their healthy carbohydrate intake.
The next macro nutrient introduced was fat, and the researcher explained the difference
between good and bad fats. The daily recommended amount of fat intake was described, and
saturated fats negative effect on the diet was discussed. A handout showing a list of the major
sources of added sugar that should be avoided (See Appendix D for added sugar handout) and a
handout listing different foods with high saturated fat were examined (See Appendix E for high
saturated fat handout). Protein was the last macro nutrient discussed, and it was expressed by the
researcher that Americans consumed enough protein. Therefore, athletes did not need to
consume more protein than nonathletes, and the popular myth among college athletics that
athletes were recommended to take protein supplements was not true.
Next, micro nutrients were defined, and the vitamins and minerals that female athletes
needed to increase their consumption of were discussed. To progress with this topic, the
17
researcher gave the participants a handout for every vitamin and mineral female athletes lacked,
and each of the seven micronutrients were reviewed (See Appendix F for each list of vitamins
and minerals). Because all ofthe participants still lived on campus and ate at the campus
cafeteria, the researcher went through each handout and had the participants name each food that
the cafeteria served. This gave the participants healthy food options available to them on a
regular basis at the college's cafeteria.
Finally, the three major issues with hydration, dehydration, hypohydration, and
hyponatremia, were defined, but the researcher focused most of the time discussing dehydration,
which was the most likely of the three to occur in female athletics. The participants first
calculated the amount of fluids they needed to consume without taking exercise into
consideration, which was calculated by mUltiplying their body weight by .67. This number was
the amount of fluid ounces they needed to consume without exercise. The amount of fluid they
needed to consume prior, during, and after exercise were also discussed. Other options to assist
in avoiding dehydration besides water were talked about, and emphasis was placed on explaining
how essential hydration was to athletic performance.
Once the six topics and handouts were presented, the final activity for the athlete
nutrition education program was to have each participant talk about their previous eating habits.
One by one, the participants listed their normal food intakes at breakfast, lunch, and dinner, as
well as their snacks eaten throughout the day. The researcher and the participants collectively
evaluated whether each meal was sufficient enough to reach their top performance levels. After
discussing their previous eating habits, each participant was instructed to examine different
strategies with their food and hydration intakes mentioned in the athlete nutrition education
program that could increase their athletic performance.
18
Instruments
The knowledge gained from the athlete nutrition education program was determined
through the use of a pre- and post-questionnaire. The questionnaire had 25 questions, covering
the six topics addressed in the athlete nutrition education program. Each question was a
statement regarding nutrition and athletic performance and required a true or false answer. Each
answer was worth two points; therefore, the total possible points for the questionnaires were 50.
The questions on the pre- and post-questionnaires were aligned with the research gathered from
the professional literature. The same questionnaire was used at the beginning and end ofthe
athlete nutrition education program. Each participant drew a number, which represented their
participant number, and was instructed to write that number on the top of the questionnaires.
Procedures
Permission was granted from both the head softball coach and the athletic director at the
college to inform female collegiate athletes about the relationship between nutrition and athletic
performance. Female collegiate softball athletes were asked to participate in this project. Once
six of the athletes had agreed, a date and time for the athlete nutrition education program to take
place was established by the researcher. At the time of the athlete nutrition education program,
all the participants were given a packet which included instructions, a consent form, and a
survey. They each drew a participant number and were instructed to place the number on the preand post-questionnaires. After all of the packets were returned to the researcher, the prequestionnaires were distributed.
Once all the pre-questionnaires were completed, the researcher collected them and began
the education program. The six topics was introduced and discussed, followed by the handouts
19
and activities for the topics. The program was completed in an informal format, as the researcher
encouraged the athletes to engage in conversation and ask questions pertaining to the topics.
Immediately following the athlete nutrition education program, the post-questionnaires
were distributed to the participants. Each participant was reminded to place their participant
number on their questionnaire, and once they completed the questionnaire, they were allowed to
leave.
Timeline
Throughout September and October, the researcher began exploring different studies to
determine the relationship between nutrition and athletic performance, and also , the benefits of
educating female athletes on the relationship. First, almost all of the research reviewed stated that
the understanding of the relationship between nutrition and athletic performance was essential
for athletes to reach optimal perfonnance (Abood and Black, 2000; Abood, Black, and
Birnbaum, 2004; Kunkel, Bell, and Luccia, 2001). Many studies found significant improvement
in the knowledge on the relationship between nutrition and athletic performance, as well as an
overall increase in training outcomes (Abood and Black; Abood et aI., 2004; Collison,
Kuczmarski, and Vickery, 1996; Kunkel et ai., 2001). Additionally, some researchers believed
that increased knowledge on nutrition led to a decrease in the number of female athletes
considering eating disorders as a way to alter their body appearance for performance reasons
(Abood and Black; Collison et aI., 1996).
In November, once the relationship between nutrition and athletic performance was
established and the benefits of nutritional knowledge were identified, the researcher began to
explore the different ways to implement a nutrition program. After reviewing the position
statement from the American Dietetic Association, Dietitians of Canada, and the American
20
College of Sports Medicine on nutrition and athletic performance, it was concluded that six areas
of nutrition and athletic performance must be addressed in the athlete nutrition education
program. The researcher then intensified the research, narrowing the search to individual studies
done on each of the six areas. From there, an outline of the athlete nutrition education program
was constructed. Also in November, the researcher asked for participants for the study. Six
collegiate softball players agreed to participate. Five ofthe participants were freshmen students,
along with one junior at the college.
At the end of November and in the beginning of December, the researcher started to
brainstorm different ideas for the implementation of the athlete nutrition education program.
Following along with the initial outline, additional information was added or deleted from the
program during this phase. The researcher also developed a PowerPoint presentation to be
shown during the athlete nutrition education program (See Appendix G for the PowerPoint
presentation). At this time, the questionnaire was developed, following along with the
information on the PowerPoint presentation created by the researcher.
During the first week in December, the researcher designed a survey to gain background
knowledge on the participants. The instructions packet and the handouts were also prepared. The
athlete nutrition education program took place on December 4, 2007, and each participant
completed the consent form, survey, pre- and post-questionnaires at this time. At the end ofthe
program, the research collected all of the instruments and was ready to perform the data analysis.
Data Analysis
The data for this project were the scores from the pre-questionnaire and the postquestionnaire. A spreadsheet for the scores from the pre- and post-questionnaires was designed
21
to collect and analyze the data, and a bar graph was used to show the difference between the preand post-questionnaire scores.
The pre-and post-questionnaires were scored, and correct answers were worth two points
for a total of 50 possible points. An Excel spreadsheet containing columns headed Participant #,
Pre-Questionnaire Scores, Post-Questionnaire Scores, and Difference was developed, and the
correct scores from each ofthe questionnaires was listed in the appropriate columns.
The fourth column was titled Difference, and this was calculated by taking the postquestionnaire scores and subtracting the pre-questionnaire scores. The differences between the
two scores showed whether or not knowledge was gained from the athlete nutrition education
program. A positive number in the difference column showed that more questions were answered
correctly on the post-questionnaire than on the pre-questionnaire. Fewer questions answered on
the post-questionnaire than on the pre-questionnaire resulted in a negative number in the
difference column.
A bar graph was created to compare the results of the pre- and post-questionnaires for
each participant. Each color ofthe bar graph represented a different column, with blue
representing the pre-questionnaire scores and red bars signified the post-questionnaire scores.
The green bars showed the difference between the two.
In order to answer research question #3, methods and instruments were developed to
inform female collegiate athletes on the significant impact nutrition had on athletic performance
and to assess the knowledge they had on the relationship between nutrition and athletic
perfonnance. Six female collegiate softball players participated in the study. An athlete nutrition
education program focusing on nutrition and athletic performance was implemented, addressing
six areas of nutrition and athletic perfonnance, which were energy, weight change, body
22
composition, macro nutrients, micronutrients, and hydration. A pre- and post-questionnaire
consisting of25 questions worth two points each was used to measure the participants'
knowledge before and after the education program.
The research for the study began in early September and lasted until the end of October.
During November and lasting until the beginning of December, the details ofthe education
program were collected and organized, with the athlete nutrition education program being
conducted on December 4,2007. At that time, all the data was collected and the data analysis
was performed. A spreadsheet consisting of the scores from the pre- and post-questionnaire was
created, and a bar graph was used to visually compare the scores.
23
Chapter IV: Results
The purpose of this project was to determine if the implementation of an athlete nutrition
education program focused on athletic performance with collegiate female athletes increased
their knowledge ofthe relationship between nutrition and athletic performance.
The research questions were:
1) What was the relationship between nutrition and athletic performance, according to the
professional literature reviewed?
2) According to the professional literature reviewed, what were the components of a
nutrition education program?
3) Did knowledge of the relationship between nutrition and athletic performance increase
when a nutrition education program for female collegiate athletes was implemented?
A pre- and post-questionnaire was distributed to the six participants of the study. The
total scores out of 50 points from the nutritional knowledge pre- and post-questionnaires were
the data for this project. The participant scores from the pre-questionnaires were: 42 points for
Participant #1. Participant #2 scored 30 points. Participant #3 totaled 28 points. Participant #4
received 36 points. The scores for Participants #5 and #6 were 30 points.
The post-questionnaire scores were: Participant #1 scored 40 points. Participants #2 and
#3 had scores of 44 points. Participant #4 totaled 46 points. Participant #5 received 40 points,
and Participant #6 scored 46 points.
After the pre- and post-questionnaires were scored, the differences between the
questionnaires was determined. The difference was calculated by taking the post-questionnaire
scores and subtracting the pre-questionnaire scores. The differences for each ofthe participants
were: Participant #1 had a difference of -2. Participant #2 had a difference of + 14. Participant #3
24
had a difference of + 16. Participants #4 and #5 each had a difference of + 10, and Participant #6
had a +16 difference.
The scores from the Nutritional Knowledge pre- and post-questionnaires and the
differences between the two scores are shown in Figure 1. The participant scores and the
differences were shown visually through a bar graph in Figure 2. A positive number in the
difference column indicated that the post-questionnaire had more correct answers than the prequestionnaire, and a negative number in the difference column showed that more questions were
correctly answered on the pre-questionnaire than on the post-questionnaire.
Participant #
1
2
3
4
5
6
Pre-Questi>nnaire Scores Post-Questnnnaire Scores Diffureoce
42
30
28
36
30
30
40
44
44
46
40
46
I
1
-2
14
16
10
10
16
Figure 1. Nutritional Knowledge Pre- and Post-Questionnaire Table: Results and the
Differences between the scores.
The data indicated that eighty-three percent ofthe participants scored higher on the postquestionnaire than they did on the pre-questionnaire.
60
40
• Pre-Questionnaire Scores
20
• Post-Questionnaire Scores
o
• Difference
-20
Participant #
Figure 2. Nutritional Knowledge Pre- and Post-Questionnaire Bar Graph: Results and
the Differences between the scores.
25
The data indicated that most of the participants had an increase in nutritional knowledge
following the athlete nutrition education program.
The researcher found that most of the female collegiate athletes scored more points on the
post-questionnaire than they did on the pre-questionnaire. Five of the six participants scored
more on the post-questionnaire than they did on the pre-questionnaire, and only one participant
scored higher on the pre-questionnaire.
The scores were collected from the pre- and post-questionnaires, the researcher created a
table and bar graph to present the data. After collecting the data, the researcher found that most
of the participants scored higher on the post-questionnaire than they did on the pre-questionnaire.
Following the presentation ofthe results from the questionnaires, the findings from the project
were discussed in Chapter V.
26
Chapter V: Discussion
The purpose of this project was to determine if the implementation of an athlete nutrition
education program focused on athletic performance with collegiate female athletes increased
their knowledge of the relationship between nutrition and athletic performance.
The research questions were:
I) What was the relationship between nutrition and athletic performance, according to the
professional literature reviewed?
2) According to the professional literature reviewed, what were the components of a
nutrition education program?
3) Did knowledge ofthe relationship between nutrition and athletic performance increase
when a nutrition education program for female collegiate athletes was implemented?
Meaning of Findings
Five of the six participants scored higher on the post-questionnaire than on the prequestionnaire upon completion of the athlete nutrition education program, and only one
participant scored lower on the post-questionnaire than on the pre-questionnaire. The increase in
scores between the pre- and post-questionnaires might indicate that exposure to nutrition
education increased the knowledge on nutrition and its relationship to athletic performance of the
participants.
There was one participant who had a decrease in scores following the nutrition education
program on the post-questionnaire. After reviewing the data from the study, the researcher could
not explain why there was a decrease in scores from the pre-questionnaire to the postquestionnaire.
27
Summary
The purpose of this project was to determine if the implementation of an athlete nutrition
education program focused on athletic performance with collegiate female athletes increased
their knowledge of the relationship between nutrition and athletic performance. Six collegiate
female softball players from a small, National Collegiate Athletic Association (NCAA) Division
III college, located in the Midwest, participated in this study.
Permission was granted from both the head softball coach and the athletic director at the
college to inform female collegiate athletes about the relationship between nutrition and athletic
performance. At the beginning of the athlete nutrition education program, all of the participants
were given a packet which included instructions, a consent form, and a survey. They each drew a
participant number and were instructed to place the number on the pre- and post-questionnaires.
After all of the packets were returned to the researcher, the pre-questionnaires were distributed.
Once all the pre-questionnaires were completed, the researcher co llected them and began
the education program. The athlete nutrition education program focusing on the relationship
between nutrition and athletic performance was designed for female collegiate athletes by the
researcher using the American Dietetic Association, Dietitians of Canada, and the American
College of Sports Medicine position statement on nutrition and athletic performance. The
position statement identified six major areas of nutrition, which included energy, change in
weight, body composition, macro nutrients, micronutrients, and hydration, all of which were
discussed during the program. Each area of nutrition was defined, discussed, and an activity to
assist the participants in better understanding of the area was used. The program concluded with
the researcher encouraging the athletes to engage in conversation and ask questions pertaining to
the topics.
28
Following the athlete nutrition education program, the post-questionnaires were
distributed to the participants. After the participants had completed the post-questionnaires, the
researcher scored each ofthe questionnaires and began the data analysis. With the aid of a table
and bar graph, the scores from the pre- and post-questionnaires, along with the differences
between the two, were presented visually to show either an increase or decrease in the scores. As
five of the six participants experienced, a higher score on the post-questionnaire than on the prequestionnaire, as well as a positive number for the difference, would indicate an increased
knowledge on the relationship between nutrition and athletic performance.
Recommendations
The researcher identified several recommendations for future study. The
recommendations included altering the number of questions on the pre- and post-questionnaires,
applying the study at Division I or Division II colleges, using athletes from multiple teams, and
lengthening the nutrition education program.
The first recommendation was to alter the number of questions on the pre- and postquestionnaires. Because of the nature ofthe topic, a large amount of information was presented
to the participants. After assessing the overall study, the researcher felt that the number of
questions on the questionnaires, which was 25, did not accurately represent the amount of
information covered. The more questions given on the questionnaires could have allowed for a
more precise indication ofthe actual knowledge both prior to and following the athlete nutrition
education program.
Next, the researcher suggested conducting this study at a larger institution, instead of at a
small, NCAA Division III college. Working with Division I or Division II athletes could have
altered the findings due to the different philosophies the colleges held regarding student-athletes.
29
At Division III colleges, student athletes had a primary goal of focusing on academics, which
was mandated by strict rules and regulations regarding the length of off-season workouts and inseason training hours, to assure the student-athletes were receiving plenty of time to focus on
their studies. While the same holds true at Division I and Division II colleges, their rules on the
season lengths and training hours were very minimal.
The emphasis placed on athletics at the Division I and Division II level required more
focus on the athletes' nutrition and its relationship to their athletic performance. The participants
used in this study had never had their nutrition addressed prior to the athlete nutrition education
program, which would explain their lower pre-questionnaire scores. Also, using athletes who
have coaches and trainers constantly implementing certain nutritional guidelines could result in
participants who were more eager to learn in the education program over athletes who have not
experienced any nutritional requirements from a coach or trainer.
The next recommendation was to use athletes from multiple teams instead of one team.
Because all of the participants in this study were members of the women's softball team, the
researcher knew that none ofthe athletes had received nutritional information from the coaching
staff: reSUlting in low pre-questionnaire scores. Having a sample of athletes from various athletic
teams could lead to different results based on different levels of dietary information or
restrictions placed on the athletes.
Finally, the researcher recommended allotting time for a longer, more detailed athlete
nutrition education program. As mentioned before, the amount of information presented to the
participants of this study was extremely large, and the researcher had to eliminate information in
order to keep the athlete nutrition education program from running too long. If time would have
30
allowed the researcher to meet on more than one occasion, the participants of this study could
have received more information on the relationship between nutrition and athletic performance.
Recommendations were also determined for further research on nutritional interventions
focusing on the relationship between nutrition and athletic performance. The recommendations
were to utilize individual meetings with the participants and to introduce peer educators in
nutrition interventions.
First, the use of individual meetings had been used in multiple studies and had proved to
be successful in addressing the issue of nutrition. If time allowed for participants of a study to
meet with the researcher to discuss the relationship that nutrition played in athletic performance,
the participants may have been able to increase their knowledge on the relationship between
nutrition and athletic performance better than through group lecture and in-class activities.
The use of peer educators could lead to a better understanding of nutrition and athletic
performance. A previous study used athletic training undergraduate students to instruct small
groups on the relationship between nutrition and athletic performance. The results from the study
showed that the knowledge of athletes on the relationship between nutrition and athletic
performance could be increased using peer educators, and educating small groups of athletes on
nutrition and its relationship to athletic performance could help reinforce the information to the
peer educators as well.
Conclusion
The purpose of this project was to determine if the implementation of an athlete nutrition
education program focused on athletic performance with collegiate female athletes increased
their knowledge ofthe relationship between nutrition and athletic performance. A questionnaire
was developed and female collegiate softball players participated in an athlete nutrition
31
education program to determine if the knowledge of the relationship between nutrition and
athletic performance was increased. The scores from the pre- and post-questionnaires were used
to determine the difference which indicated whether or not knowledge was gained from the
education program. After reviewing the scores and differences, it was determined that a large
majority of the participants increased their knowledge on the relationship between nutrition and
athletic performance. The researcher developed several recommendations for future researchers
interested in conducted the same study and for researchers involved with nutrition interventions
focusing on the relationship between nutrition and athletic performance.
32
References
Abood, D. & Black, D. (2000). Health education prevention for eating disorders among college
female athletes. American Journal of Health Behavior, 24, 209-223 .
Abood, D., Black, D. , & Birnbaum, R. (2004). Nutrition education intervention for college
female athletes. Journal of Nutrition Education and Behavior, 36, 135-l39.
American Dietetic Association. (2000). Position ofthe American Dietetic Association, Dietitians
of Canada, and the American College of Sports Medicine: Nutrition and athletic
performance. (2000). Journal of the American Dietetic Association, 100, 1543-1556.
Bergman, B.
c., Butterfield, G. E., Wolfel, E. E., Casazza, G. A. , Lopaschuk, G. D., and Brooks,
G. A. (1999). Evaluation of exercise and training on muscle lipid metabolism. American
Journal of Physiology, 276, El 06-ElI7.
Casa, D. 1., Armstrong, L. E., Hillman, S. K., Montain, S. 1., Reiff, R. V. , Rich, B. S. et al.
(2000). National athletic trainers' association position statement: Fluid replacement for
athletes. Journal ofAthletic Training, 35,212-224.
Clark, M. , Reed, D. B., Crouse, S. F., & Armstrong, R. B. (2003). Pre- and post-season dietary
intake, body composition, and performance indices of NCAA division I female soccer
players. International Journal of Sport Nutrition and Exercise M etabolism, 13, 303-319.
Clark, N. (2006). Fueling for peak performance. American Fitness, 24, 32-33.
Collison, S. B. , Kuczmarski, M. F., & Vickery, C. E. (1996). Impact of nutrition education on
female athletes. American Journal ofH ealth Behavior, 20, 14-24.
Cotugna, N., Vickery, C. , & McBee, S. (2005). Sports nutrition for young athletes. The Journal
of School Nursing, 21 , 323-328.
33
Hinton, P. S., Sanford, T.
c., Davidson, M. M., Yakushko, O. F., and Beck, N. C. (2004).
Nutrient intakes and dietary behaviors of male and female co llegiate athletes.
International Journal of Sport Nutrition and Exercise Metabolism, 14, 389-405.
Imbeault, P., Saint-Pierre, S., Almeras, N., and Tremblay, A (1997). Acute effects of exercise on
energy intake and feeding behaviour. British Journal of Nutrition, 77, 511-521.
Kunkel, M., Bell, L. , & Luccia, B. (2001). Peer nutrition education program to improve nutrition
knowledge of female collegiate athletes. Journal of Nutrition Education, 33, 114-115.
Larkin, M. (2005). Can nutrition improve athletic performance? Medicine and Sport, 366, S27S28.
Nogueira,1. A. & Da Costa, T. H. (2004). Nutrient intake and eating habits oftriathletes on a
brazilian diet. International Journal qf Sport Nutrition and Exercise Metabolism, 14, 684697.
Peterson, H. L., Peterson, C. T., Reddy, M. B., Hanson, K. B., Swain, 1. H. , Sharp, R. L. et al.
(2006). Body composition, dietary intake, and iron status of female collegiate swimmers
and divers. International Journal of Sport Nutrition and Exercise Metabolism, 16, 281295.
Phillips, S. M. , Atkinson, S. A. , Tamopolsky, M. A, and MacDougall, 1. D. (1993). Gender
differences in leucine kinetics and nitrogen balance in endurance athletes. Journal of
Applied Physiology, 75,2l34-2141.
Rosenbloom,
c., Jonnalagadda, S., &
Skinner, R. (2002). Nutrition knowledge of collegiate
athletes in a division I national collegiate athletic association institution. Journal of the
American Dietetic Association, 102, 418-420.
34
Sawka, M. N. , Burke, L. M., Eichner, E. R., Maughan, R. 1., Montain, S. 1., Stachenfeld, N. S.
(2007). Exercise and fluid replacement. Medicine and Science in Sports and Exercise, 39,
377-390.
U.S. Department of Health and Human Services and U.S. Department of Agriculture. (2005).
Dietary guidelines for Americans. (5 th ed.). (2000). Washington DC: U.S. Government
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Werblow, 1. A. , Fox, H. M., & Henneman, A. (1978). Nutritional knowledge, attitudes, and food
patterns of women athletes. Journal of the American Dietetic Association, 73, 242-245.
Zawila, L. , Steib,
c., &
Hoogenboom, B. (2003). The female collegiate cross-country runner:
Nutritional knowledge and attitudes. Journal ofAthletic Training, 38, 67-74.
35
Appendix A
Consent Form
I, ..... .................. ............ ............................................................... , have been invited to participate
in the above study, which is being conducted under the direction of Amanda Hayman.
My agreement is based on the understanding that the research study will first test my knowledge
on nutrition and its relationship to athletic performance. An education program will then take
place focusing on six areas of nutrition relevant to athletic performance, followed immediately
by a post-test to assess any knowledge gained from the education program. I consent to the
publishing of results from this study provided my identity is not revealed. 1 voluntarily consent
and offer to take part in this study.
Date:
-------------------------
Time:
----------------------------------
Participant' s Contact Telephone No. _____________________________________________
36
Survey
What is your age?
How do you describe yourself? (please check the one option that best describes you)
o
American Indian or Alaska Native
o
Hawaiian or Other Pacific Islander
o
o
Asian or Asian American
o
Hispanic or Latino
o
Non-Hispanic White
Black or African American
What is your education class?
o
Freshman
o
Sophomore
o
Junior
o
Senior
What is your undergraduate major:
What collegiate sport do you participate in? _ _ _ __ _ _ _ _ __ _ _ __
What is your primary position for that sport? _ _ _ _ __ _ _ _ _ _ _ _ __
Have you completed any type of nutrition course during your undergraduate work?
o
o
Yes
No
37
Nutritional Knowledge Questionnaire
1. Athletes consume enough vitamins A, C, and E but need to increase their consumption of calcium and
~~
T
F
2. The duration and intensity of an exercise determines the amount of micro nutrients needed to repair lean
T
F
3. Carbohydrates and fat are main energy sources.
T
F
4. Protein is main energy source for the muscle.
T
F
5. A sensible way to lose weight is to reduce calorie intake and increase physical activity.
T
F
tissue mass.
6. Weight gain for athletes should occur through the increase of energy to the diet, as well as increased
strength training.
T
F
7. The more intense the exercise, the more carbohydrates are needed to fuel the body.
T
F
8. Body composition contributes to the velocity, endurance, and power of an athlete.
T
F
9. Each athlete has a set body fat percentage that they should aim to reach to maximize their athletic
performance.
T
F
10. Diets that eliminate carbohydrates may be harmful to an athlete' s performance.
T
F
11. Athletes can reach top performance by consuming a low-carbohydrate, high-fat diet.
T
F
12. Athletes need at least 40 percent more protein than nonathletes.
T
F
13. Fats and oils are not part of a healthy diet for athletes.
T
F
14. The best approach to losing weight for athletes is to decrease body fat and muscle mass.
T
F
15. Eating carbohydrates makes you fat.
T
F
16. Protein supplements are necessary for athletes.
T
F
17. Carbohydrates should make up around 50 percent oftotal daily calories.
T
F
18. Total protein contribution to energy during exercise is about 30 percent.
T
F
19. Vitamins and mineral supplements are recommended for athletes.
T
F
20. Ingestion of water before, during, and after exercise is important to prevent dehydration that impairs
performance.
21. Tea, coffee, and soft drinks are the best pre-athletic event beverage.
T
F
T
F
22. Fruit juices, smoothies, and watery fruits are another option to replenish carbohydrates, protein, and
vitamins lost during exercise.
T
F
23. Dehydration decreases performance.
T
F
24. Thirst is the best indicator of dehydration.
T
F
25. Short-term weight loss goals for athletes are more realistic than long-term goals.
T
F
38
Appendix B
Eating on the Go Handout
NCAA Nutrition and Performance - Student-Athlete
Between early morning workouts, classes, weight lifting, and practice, it is hard to take the time
to prepare meals or snacks, let alone sit down and eat. No matter where you are heading, you
have time to grab a nutritious snack. They key is to plan ahead and be prepared. Whether you
are in a hurry to go to a meeting or just want a snack for later, here are some nutritious ideas.
Snacks to throw in your backpack:
It's a good idea to keep a stash of some of the following items in your room or kitchen to grab on
the run:
Bagel
Muffin
Raw veggies
Popcorn
Juice box
Nuts
Dried fruit
T rai l mix
Low-fat cookies
Graham crackers
Raisin bread
Cheese sticks
Fresh fruit
Fig bars
Cerea l
Granola bar
Pretzels
Peanut-butter crackers
Refrigerated Snacks:
The following items should be refrigerated. Ifthat is not possible, keep them in an insulated
lunch bag with an ice pack:
Cottage Cheese and Fruit
Fresh Veggies
Milk
Bagel with Cream Cheese
Fruit Juice
Yogurt
Vending machines:
Almost everywhere you go, you can find a vending machine. It is not always easy to find
nutritious snacks here, but some are better choices than others:
Rice Krispie treats
Cheese crackers
Graham crackers
Zoo crackers
Peanut-butter crackers
Dried fruits
Chocolate milk
Pretzels
Juices
This information was provided by Sportwell N utri tion at the University ofl ll inois, Champaign and the
McKin ley Hea lth Center.
39
Appendix C
Weight Management Hando ut
Setting and monitoring goals
• Set realistic weight and body composition goals. Ask the athlete:
- What is the maximum weight that you would fmd acceptable?
- What was the last weight you maintained without constantly dieting?
- How did you derive your goal weight?
- At what weight and body composition do you perform best?
• Encourage less focus on the scale and more on healthful habits such as stress management
and making good food choices.
• Monitor progress by measuring changes in exercise performance and energy level, the
prevention of injuries, normal menstrual function, and general overall well-being.
• Help athletes to develop lifestyle changes that maintain a healthful weight for themselvesnot for their sport, for their coach, for their friends, for their parents, or to prove a point.
Suggestions for food intake
• Low-energy diets will not sustain athletic training. Instead, decreases in energy intake of 10%
to 20% ofnonnal intake will lead to weight loss without the athlete feeling deprived or
overly hunger. Strategies such as substituting lower-fat foods for whole-fat foods, reducing
intake of energy-dense snacks, and doing activities other than eating when not hungry can be
useful.
• Ifappropriate, athletes can reduce fat intake but need to know that a lower-fat diet will not
guarantee weight loss if a negative energy balance (reduced energy intake and increased
energy expenditure) is not achieved. Fat intake should not be decreased below 15% of total
energy intake, because some fat is essential for good health.
• Emphasize increased intake of whole grains and cereals, beans, and legumes.
• Five or more daily servings of fruits and vegetables provide nutrients and fiber.
• Dieting athletes should not skimp on protein and need to maintain adequate calcium intakes.
Accordingly, use oflow-fat dairy products and lean meats, fish, and poultry is suggested.
• A variety of fluids- especially water- should be consumed throughout the day, including
before, during, and after exercise workouts. Dehydration as a means of reaching a bodyweight goal is contraindicated.
Other weight management strategies
• Encourage athletes not to skip meals, especially breakfast, and not to let themselves get too
hungry. They should be prepared for times when they might get hungry, including keeping
nutritious snacks available for those times.
• Athletes should not deprive themselves of favorite foods or set unrealistic dietary rules or
guidelines. Instead, dietary goals should be flexible and achievable. Athletes should
remember that all foods can fit into a healthful lifestyle; however, some foods are chosen less
frequently. Developing lists of "good" and "bad" food is discouraged.
• Help athletes identify their own dietary weaknesses and plan strategies for dealing with them.
• Remind athletes that they are making lifelong dietary changes to sustain a healthful weight
and optimal nutritional status rather than going on a short-term "diet" that they will someday
go off
40
Appendix D
Added Sugar Handout
TABLE 13. Major Sources of Added Sugars (Caloric Sweeteners) in the American Diet
Food groups that contribute more than 5 percent ofthe added sugars to the American diet in
decreasing order.
Food Categories Contribution to Added Sugars Intake (percent of total added sugars consumed)
33.0
Regular soft drinks
Sugars and candy
16.1
Cakes, cookies, pies
12.9
Fruit drinks (fruitades and fruit punch)
9.7
Dairy desserts and milk products
8.6
(ice cream, sweetened yogurt, and sweetened
milk)
Other grains (cinnamon toast and hone ynut
5.8
waffles)
Source: Guthrie and Morton, Journal of the American Dietetic Association , 2000.
TABLE 14. Names for Added Sugars That Appear on Food Labels
Some of the names for added sugars that may be in processed foods and listed on the label
ingredients list.
Brown sugar Invert sugar
Com sweetener Lactose
Com syrup Maltose
Dextrose Malt syrup
Fructose Molasses
Fruit juice concentrates Raw sugar
Glucose Sucrose
H!gh fructose
com syrup Sugar
Honey Syrup
DIE
41
Appendix E
High Saturated Fat Handout
Food
Portion
Saturated Fat Content
(grams)
Calories
Regular Cheese
Low-fat Cheese
loz
1 oz
6.0
1.2
114
49
Regular ground beef
Extra lean ground
beef
3 oz (cooked) 6.1
3 oz (cooked)
6.1
2.6
236
148
Whole milk
Low-fat milk
1 cup
1 cup
4.6
1.5
146
102
Cro issant (med)
Bagel, oat bran (4 in)
1 medium
1 medium
6.6
0.2
231
227
Regular ice cream
Frozen yogurt, low-fat
~
4.9
2.0
145
110
Butter
Soft margarine with
zero trans fat
1 tsp
1 tsp
2.4
0.7
34
25
Fried chicken (leg
with skin) (cooked)
Roasted chicken
(breast no skin)
(cooked)
30z
3.3
212
30z
0.9
140
Fried Fish
Baked fish
30z
30z
2.8
1.5
195
129
~
cup
cup
42
Appendix F
Vitamins and Minerals Handout
Non-Dairy Food Sources of Calcium
Non-Dairy Food Sources of Calcium ranked by milligrams of calcium per standard amount; also
calories in the standard amount. The bioavailability may vary. (The AI for adults is 1,000
mg/day·t
Food, Standard Amount
I
Fortified
I
I
Calcium Calories
(mg)
~-to-eat cereals (various-),-1- 0-z- - - - - - - +1- -2-3-6- 1043 1 88-1O~
r oy beverage, calcium fortified, 1 cup
1
fs ardines, Atlantic, in oil, drained, 3 oz
fTOfu, firm, prepared with nigarib ,
~ cup
rink salmon, canned, with bone, 3 oz
rCollards, cooked from frozen,
~ cup
1
368
98
325
177
253
88
181
118
17- 8-+1- - -3-'}
fMolasses, blackstrap, 1 T-b-S-P- - - - - - - - - - - - +I- - - - l; r
4;
fsPinaCh, cooked fro-m- fr-o-ze-n-,-Y;-2-c-u- - - - - - - - - - + I - - - - -1-4-6 +1- -30
P
fSOYbeanS, green, cooked,
~ cup
130
127
1Turnip greens, cook-e-d-fr- o-m
- fr-o-z-en
- ,- Y;-2-C-U-p- - - - - - - + - - - - - -1-2-4-+---2-4--1
r
I
Ocean perch, Atlantic, cooked, 3 oz
Oatmeal, plain and flavored, instant, fortified, 1 packet
prepared
116
103
99-110
97-157
106
80
fZowpe~s, cooked, ~ cup
rWhite beans, canned, ~ cup
fKa1e, cooked fro-m- fr-o-z-en-,- Y;-2-C-U-p- - - - - - - - - - - + - - - !okra, cooked from frozen,
~ cup
~ 5-;-
-;r88
20
.26
43
rSoybeans, mature, cooked, ~ cup
88f
~ luecrab, canned-,-3--0-Z-----------------------------4------------r
Feet greens, cooked from fresh,
rrak-ChOi,
I
~ cup
~hinese cabbage, cooked fr- o- m
- fr- e-s-h-, -~-cup
Clams, canned, 3 oz
-- ---
rDandelion greens, cooked from fresh,
----+--
~ cup
rRainbow trout, farmed, c~ok-e-d-,-3-0-z----------+----'
a
149
86
84
~
19
-;r- IO
178
126
ffi
17
73
144
-.--
Both calcium content and bioavailability should be considered when selecting dietary sources
of calcium. Some plant foods have calcium that is well absorbed, but the large quantity of plant
foods that would be needed to provide as much calcium as in a glass of milk may be
unachievable for many. Many other calcium-fortified foods are available, but the percentage of
calcium that can be absorbed is unavailable for many of them.
b
Calcium sulfate and magnesium chloride.
Source: Nutrient values from Agricultural Research Service (ARS) Nutrient Database for Standard Reference,
Release 17. Foods are from ARS single nutrient reports, sorted in descending order by nutrient content in terms of
common household measures. Food items and weights in the single nutrient reports are adapted from those in 2002
revision of USDA Home and Garden Bulletin No. 72, Nutritive Value of Foods. Mixed dishes and multiple
preparations of the same food item have been omitted from this table.
44
Vitamins and Minerals Handout
Food Sources of Calcium
Food Sources of Calcium ranked by milligrams of calcium per standard amount; also calories in
the standard amount. (All are
~O%
of AI for adults 19-50, which is 1,000 mg/day.)
-- 1Food:8tandard
Amount
I
r-
I
Calcium (mg) Calories
Plain yo gurt, non-fat (13 g protein/8 oz), 8-oz container
452
127
452
165
438
190
1
Romano cheese, 1.5 oz
-Pasteurized process Swiss cheese, 20z
--
[Plain yo gurt, low-fat (12 g protein/8 oz), 8-oz container
415
143
IFruit yo
345
232
336
162
rSwiss
Cheese,
rRi~tta
r
gurt, low-fat (10 g protein/8 oz), 8-oz container
1.5 oz
cheese, part skim, Y2 cup
---
Pasteurized process American cheese food, 2 oz
170
I
335
I
323
188
321
150
Provolo ne cheese, 1.5 oz
1
-
Mozzarella cheese, part-skim, 1.5 oz
129
311
--
-
Cheddar cheese, 1.5 oz
307
171
Fat-free (skim) milk, 1 cup
306
83
fMuenst er cheese, 1.5 oz
305
156
rl% low-fat mi lk, 1 cup
I
290
102
I
288
158
Low-fat chocolate milk (1 %), 1 cup
45
[2% reduced fitt milk, 1 cup
~RedUced fitt chocolate milk (2%), 1 cup
I
I
I
~~ 22
1 ;;-
285
284 r
98
I'chocolate milk, 1 cup
280
208
r
276
146
IYogurt, plain, whole milk (8 g proteinl8 oz), 8-oz container
275
138
f coua cheese, whole milk, Y, cup
255
214
IBlue cheese, 1.5 oz
225
150
[Mozzarella cheese, whole milk, 1.5 oz
215
128
Buttennilk, low-fat, 1 cup
I
-Ole milk, 1 cup
I
Feta cheese, 1.5 oz
I
210
I
113
--
Source: Nutrient values from Agricultural Research Service (ARS) Nutrient Database for Standard Reference,
Release 17. Foods are from ARS single nutrient reports, sorted in descending order by nutrient content in terms of
common household measures. Food items and weights in the single nutrient reports are adapted from those in 2002
revision of USDA Home and Garden Bulletin No. 72, Nutritive Value of Foods. Mixed dishes and multiple
preparations of the same food item have been omitted from this table.
46
V itamins and Minerals Handout
Food Sources of Potassium
Food Sources of Potassium ranked by milligrams of potassium per standard amount, also
showing calories in the standard amount. (The AI for adults is 4,700 mg/day potassium.)
---
-
od, Standard Amount
1
---
694
eetpotato, baked, 1 potato (146 g)
~
mato paste,
664
cup
eet greens, cooked,
~
cup
tato, baked, flesh, 1 potato (156 g)
ite beans, canned,
-
~
cup
131
54
1
-
655
19
610
145
595
153
127
579
ogurt, plain, non-fat, 8-oz container
~
Calories
Potassium (mg)
-
549
48
lams, canned, 3 oz
534
126
ogurt, plain, low-fat, 8-oz container
531 1
143
mato puree,
-
ne juice,
~
cup
cup
~
---
I
530
136
-
517
71
lackstrap mo lasses, 1 Tbsp
498
47
alibut, cooked, 3 oz
490
arrot juice,
cup
So ybeans, green, cooked,
~
cup
cooked, 3 oz
r unna,-yellowfin,
-
~a beans, cooked,
~
w inter squash, cooked,
cup
~
cup
1
1
1
1
So ybeans, mature, cooked, ~ cup
ockfish, Pacific, cooked, 3 oz
inach, cooked,
mato juice,
~
~
1
cup
484
448
1
I
104
1
40
1
442 1
1
422 1
419
118
1
439
I
cup
484
1
417 }
119
127
1
443
d, Pacific, cooked, 3 oz
ananas, 1 medium
485
-
-
149
103
89
105
21
31
47
h omato sauce, Y2 cup
--
rPeaches , dried, uncooked,
1
~
cup
1
I
Irrunes, stewed, Y2 cup
-fMilk, no n-fat, 1 cup
--
1
rPork cho p, center loin, cooked, 3 oz
--
rApricots ' dried, uncooked, ~ cup
--
1
IRainbow trout, farmed, cooked, 3 oz
-
1Pork
1
--
loin, center rib (roasts), lean, roasted, 30z
fButtennilk, cultured, low-fat, 1 cup
-
~ medium
,fCantalou' pe,--
I
1
1
405
398
39
-
1
96
1
398 r - 133
-
382
382
378
375
83
1
197
1
78
1
1
37~
144
-
37°F
190
98
368
47
366
102-122
[Honeyde w melon, 1/8 medium
365
58
fLentils, cooked, Y2 cup
365
115
1
r1%-2% milk, 1 cup
--
I
fplantains, cooked, Y2 cup slices
1
IKidney beans, cooked, Y2 cup
-
rOrangeJ'uice,
--
~
--
fSplit ~eas, cooked, Y2 cup
rYogurt, plain, whole milk, 8 oz container
1
I
I
112
-- -
355
355
352
90
1
358
--
cup
358
85
1
1
116
138
-
Source: Nutrient values from Agricultural Research Service CARS) Nutrient Database for Standard Reference,
Release 17. Foods are from ARS single nutrient reports, sorted in descending order by nutrient content in terms of
common household measures. Food items and weights in the single nutrient reports are adapted from those in 2002
revision of USDA Home and Garden Bulletin No. 72, Nutritive Value of Foods. Mixed dishes and multiple
preparations of the same food item have been omitted from this table.
48
Vitamins and Minerals Handout
Food Sources of Dietary Fiber
Food Sources of Dietary Fiber ranked by grams of dietary fiber per standard amount; also
calories in the standard amount. (All are ;:i0% of AI for adult women, which is 25 grams/day.)
IFood, Standard Amount
fN avy beans, cooked,
_ _ _ _ _ _ _ _ _ _t _
n_ie_t_a_ry Fiber
~~
9.5 1
rBran ready-to-eat cereal (100%), ~ cup
fKidney beans, c~,
fSplit peas, cooked,
1
~ cup
~ cup
rBlack beans,~oked, ~ cup
[Pinto beans, cooked, ~ cup
8.1
116
7.8
115
7.5
114
I
7.7 1
122
6.6 1
- lOg
1
6.5 1
60
1
JMichoke, globe, cook-e-d-, -l -e-ac-hf"White beans, canned, ~ cup
8.8 1 - -78
109
lientils, cooked,
~ cup
128
8.2
~ cup
1Lima beans, cooked,
(;)TCalories
- - - - - - - -1i - - - - - - - -6-.3-,1i ----154
\chickpeas, cooked, ~ cup - - - - - - - - - - - ; - - - - - -
6.2f
~ 35
fG reat northern beans, cooked, ~ cup
6.2
105
Cowpeas, oooked, Y, cup
- - - - - - - - - - + - - - - - - -5-.-6-+---1-0--1
0
I
1
5.2
149
Soybeans, mature, cooked, ~ cup
io-u-s,-~-l-o-z------+------2-.6---5-.0-;- 90-108
fBran ready-to-eat cereals,-v-a-rfCrackers, rye wafers, plain, 2 wafers
r.
ISweetpotato, baked, with peel, I medium (146 g)
I
I
I
5.0
74
-i-
4.8
131
!Asian pear, raw, 1 small
4.4 1
51
jOreen peas, coo~ ~ c-u-p· - - - - - - - - - - - + - - - - - - 4-.4-+----6- -i
7
jwhole-wheat English muffm, 1 each
[pear, raw, 1 small
I
I
4.4
4.3 1
jBulgur, cooked, ~ cup
4.iL_
fMixed ve;w;-ies-, -co- o- k-e-d-, -~-cu-p---------tl------ 4.or
[Raspberries, raw,
~ cu;-- - -
1
134
81
76
59
4~ - - ~
49
rSweetpotato, boiled, no peel, 1 medium (156 g)
Islackberries, raw, lh cup
rPotato, baked, with skin, 1 medium
1
3.9 1
1
3.8
119
31
3.8
161
3.8
127
3~ -
133
I
fSoybeans, green, cooked, lh cup
fSt ewed prunes, lh cup
IFigs, dried, ~ cup
!nates,
~
1
I
cup
rOat bran, raw, ~ cup
!pumpkin, canned, lh cup
Ispinach, frozen, cooked, lh cup
1Shredded
wheat ready-to-eat cereals, various, - 1 oz
1Almonds,
1 oz
\Apple with skin, raw, 1 medium
1Brussels
1
1
1
sprouts, frozen, cooked, lh cup
IWhole-wheat spaghetti, cooked, lh cup
Banana, I medium
~
Orange, raw, 1 medium
Ioat bran mufftn, 1 small
~ava, 1 medium-
1
I
I
Pearled barley, cooked, lh cup
1Tomato
paste,
~
cup
1
rWinter squash, cooked, lh cup
IBroccoli, cooked, lh cup
~arsnips, cooked, chopped, lh cup
3: 7 1
3.6
I
1
93
126
36
58
3.6 1
42
3.5
T - -30
2.8-3.4
96
~*
164
3.3
72
3.2
33
3.1
87
3.1
105
3.1
I
62
3.0 1
178
I
37
3.0
3.0
[Sauerkraut, canned, solids, and liquids, lh cup
-
I
97
3.0
23
2.9 1
54
*R
s
2.8
26
2.8 1
55
lTurnip greens, cooked, lh cup
2.5
15
ICollards, cooked, lh cup
2.7
25
~kra, frozen, cooked, Y, cup
2.6 1
26
2.5
42
Peas, edible-podded, cooked, lh cup
50
Source: ARS Nutrient Database for Standard Reference, Release 17. Foods are from single nutrient reports, which
are sorted either by food description or in descending order by nutrient content in terms of common household
measures. The food items and weights in these reports are adapted from those in 2002 revision of USDA Home and
Garden Bulletin No. 72, Nutritive Value of Foods. Mixed dishes and multiple preparations of the same food item
have been omitted.
51
Vitamins and Minerals Handout
Food Sources of Magnesium
Food Sources of Magnesium ranked by milligrams of magnesium per standard amount; also
calories in the standard amount. (All are
~1 0%
ofRDA for adult men, which is 420 mg/day.)
fFOOd, -Standard Amount
I Magnesium (mg)I
151 -+-- 148
Calories
rPumpkin and squash seed kernels, roasted, I oz
f razil nuts: Ioz
107
rB ran ready-to -eat cereal (1 00%), -1 oz
103 1
186
74
!Halibut, oooked, 3 o-z------------+------ 91
119
IQuinoa, dry, \4 cup
15-;
r pinach, canned,
89
~ cup
81
I
fAlmonds, 1 oz - - - - - - - - - - - - - + -I- - - - -
r Pinach, oooked from fresh,
~ cup
I
I
25
78 ~
78
20
rBuckwheat flour, \4 cu-p- - - - - - - - - - - - l r - - - - - - - -7-5-t----l0- 1-"
f ashews, dry roasted, I oz
74
16-;-
ISoybeans, mature, ooo-k-e-d,- y,-2-c-u-p- - - - - - - - IIr--- - - - - -- ' 1 - - 149
74
7-1+1- ~
f ine nuts, dried, 1- -o-z- - - - - - - - - - - - +I- - - - - - -
rMixed nuts, oil roasted, with peanuts, I oz
I
~
-
~75
rit; beans, canned,~ CUp ---------+I-------6; -154
'--
Pollock, walleye, cooked, 30z
62
1M ?ilgnm UttaIY
The Da!ial1Ci ColIe9I
96
52
lack beans, cooked, Y2 cup
ulgur, dry,
~
at bran, raw,
cup
~
cup
I
Soybeans, green, cooked, Y2 cup
60
114
57
120
551
58
54
127
rTuna, yellowfin, cooked, 3 oz
54
118
f
50
-
Artichokes (hearts), cooked, Y2 cup
Peanuts, dry roasted, I oz
-Lima beans, baby, cooked from frozen, Y2 cup
I
I
Beet greens, cooked, Y2 cup
Navy beans, cooked, Y2 cup
50 1
I
50
95
19
4~1;47
--
Okra, cooked from frozen, Y2 cup
166
--
49
Tofu, firm, prepared with nigad , Y2 cup
----
42
88
f-
47
26
Soy beverage, 1 cup
47
127
Cowpeas, cooked, Y2 cup
46
100
r azelnuts,
1
oz
i--
Oat bran muffm, 1 oz
Great northern beans, cooked, Y2 cup
I
I
I
461 178
45 1-- :;;
44
104
44
44
IBuckwheat groats, roasted, cooked, Y, cup
43
78
[Brown rice, cooked, Y, cup
42
108
1Oat
bran, cooked, Y2 cup
53
fHaddOCk, cooked, 3 oz
a
Calcium sulfate and magnesium chloride.
Source: Nutrient values from Agricultural Research Service (ARS) Nutrient Database for Standard Reference,
Release 17. Foods are from ARS single nutrient reports, sorted in descending order by nutrient content in tem1S of
common household measures. Food items and weights in the single nutrient reports are adapted from those in 2002
revision of USDA Home and Garden Bulletin No. 72, Nutritive Value of Foods. Mixed dishes and multiple
preparations of the same food item have been omitted from this table.
54
Vitamins and Minerals Handout
Food Sources of Vitamin A
Food Sources of Vitamin A ranked by micrograms Retinol Activity Equivalents (RAE) of
vitamin A per standard amount; also calories in the standard amount. (All are
~O%
ofRDA for
adult men, which is 900 mg/day RAE.)
fFood, Standard ~nt
IVitamin A
I
Calories
(J!g RAE)
r
fOrgan meats (liver, giblets), various, cooked, 30zll
1 1490-9126f 134-235
Carrot juice, ~ cup
- - - - - - - - - - - - + - - -1-6-9-2-+---7-1
1
fSweetpotato with peel, baked, 1 medium
rP~mpkin, canned, ~ cup - - - - - - - - - - - - - - l - - -
1096
9~
103
42
I
27
489 1
31
478T -
20
474 1
40
441
24
IInstant cooked cereals, fortified, prepared, 1 packet
285-376
75- 97
fVarious ready-to-eat cerea1s, with added vit. A, ~ 1 oz
180-376
100-1 17
301
20
~ cup
rCarrots, cooked from fresh,
671
ISpinach, cooked from- fr-o-z-e-n-, -~-c-u-p---------+----5-7-3 1 3 0
/collards, cooked from frozen,
~ cup
rKale, cooked fr01~zen, ~ cup
r
Mixed vegetables, canned,
\Turnip
~ cup
gre~, cooked from frozen, ~ cup
!carrot, raw, 1 small
IBeet greens, cooked, i" cup
rWinter squash, cooked, ~ cup
rDandelion greens, cook ed,
Cantaloupe, raw,
~
cup
~ med ium melon
1
1
1
--
276
19
f---
268
260
233
--
I
38
18
46
fMustard greens, cooked, ~ cup
221
[p ickled herring, 3 o-z- -
219 1
rRed ; ;et pepp~ooked, ~ cup
186
rChinese cabbage, cooked, ~ cup
1801___ - 10
11
222
19
55
a
High in cholesterol.
Source: Nutrient values from Agricultural Research Service (ARS) Nutrient Database for Standard Reference,
Release 17. Foods are from ARS single nutrient reports, sorted in descending order by nutrient content in terms of
common household measures. Food items and weights in the single nutrient reports are adapted from those in 2002
revision of USDA Home and Garden Bulletin No. 72, Nutritive Value of Foods. Mixed dishes and multiple
preparations of the same food item have been omitted from this table.
56
Vitamins and Minerals Handout
Food Sources of Vitamin E
Food Sources of Vitamin E ranked by milligrams of vitamin E per standard amount; also calories
in the standard amount. (All provide
~10%
ofRDA for vitamin E for adults, which is 15 mg a-
tocopherol [AT]/day.)
r
--
AT (mg) 1
Calories
1.6-1~1f
90-107
7.4
165
rAlmonds, 1 o-z- - -
7.3 1
164
fSunflower oil, high linoleic, 1 Tbsp
5.6 1
120
!cottonseed oil, 1 Tbsp
4.8 1
120
rSaffiower oil, high oleic, 1 Tbsp
4.6 1
120
4.3 1
178
3· IT
2.9
168
Food, Standard Amount
IFortified ready-to-eat cereals, ~ 1 oz
rSunflower seeds, dry roasted, 1 oz
r
Hazelnuts (filberts), 1 oz
l
IMixed nuts, dry roasted, 1 oz
Turnip greens, frozen, cooked, Y, cup
24
2.8
54
f Pine nuts, 1 oz
2.6
191
IPeanut butter, 2 Tbsp
2.5
192
Tomato puree, 1;2 cup
2.5
48
Tomato paste,
~
cup
I
2.5
39
2A j · - 124
h omato sauce, 1;2 cup
fCanola oil, I Tbsp
Wheat germ, toasted, plain, 2 Tbsp
2.3
54
rPeanuts, 1 oz
2.2
166
fAvocado, raw, 1;2 avocado
2.1
161
2.1
71
rPeanut oil, 1 Tbsp
2.1
119
ICom~il, 1 Tbsp
1.9
120
Olive oil, 1 Tbsp
1.9
119
fCarrot juice, canned,
r
~ cup
57
!spinach, cooked, Y2 cup
1. 9 1
21
IDandelion greens, cooked, Y2 cup
1.8
18
rSardine, Atlantic, in oil, drained, 3 oz
1.7
177
rBlue crab, cooked/canned, 3 oz
1.6
84
186
rBrazil nuts,
l OZ
rHerring, Atlantic, pickled, 3 oz
16
1
1.5
222
-
Source: Nutrient values from Agricultural Research Service (ARS) Nutrient Database for Standard Reference,
Release 17. Foods are from ARS single nutrient reports, sorted in descending order by nutrient content in terms of
common household measures. Food items and weights in the single nutrient reports are adapted from those in 2002
revision of USDA Home and Garden Bulletin No. 72, Nutritive Value of Foods. Mixed dishes and multiple
preparations of the same food item have been omitted from this table.
58
Vitamins and Minerals Handout
Food Sources of Vitamin C
Food Sources of Vitamin C ranked by milligrams of vitamin C per standard amount; also
calories in the standard amount. (All provide
rFOOd,S tandard Amount
!Guava, raw,
~
cup
raw,
fRed sweet pepper,--
~ cup
-
~
rRed sweet pepper, cooked,
cup
--
fiUwi fru it, 1 medium
-
~
ofRDA for adult men, which is 90 mg/day.)
I
I
I
I
/Green p.epper, sweet, cooked,
IGrapefru it juice,
--
~
Istrawberries, raw,
cup
~
~
~
cup
[papaya, raw, y.; medium
~hlrab i, cooked, ~ cup
-
cup
1Edible p od peas, cooked, ~ cup
[ Bro~coh , cooked, ~ cup
--
Icau Ii flo wer, cooked,
rPineapp Ie, raw,
rKale, co oked,
-
IBang o ,_~ cup
~
~
~
cup
cup
I
I
1
cup
1Tomato juice, ~ cup
--
1
1
~
19
1
61- 93 1
1
I
I
79-84
-
15
19
-
1
71-86
1
-
34
27
1
48
,-
28
47
51
47
1
30
24
45
39
38
15
1
34
1
-
1
37
1
26
-
34
116
33
31
28
cup
62
-
46
60 1
49
ICantaloupe, y.; med ium
ISweetpo tato, canned,
1l6f -
50
cup
cup
--
~
20
50- 70
[Brusscls sprouts, cooked,
IBroccolI, raw,
142 1
51 1
cup
fVegetab Ie juice cocktail,
-
~
56
70
-
cup
188 1
1
cup
~
Calories
70
I
IGreen pepper, sweet, raw,
I
Vitamin C (mg)
1
fOrang e, raw, 1 medium
fOrang e ]·uice,
~O %
28
27
23
1
17
37
18
54
,-
59
Source: Nutrient values from Agricultural Research Service CARS) Nutrient Database for Standard Reference,
Release 17. Foods are from ARS single nutrient reports, sorted in descending order by nutrient content in terms of
common household measures. Food items and weights in the single nutrient reports are adapted from those in 2002
revision of USDA Home and Garden Bulletin No. 72, Nutritive Value of Foods. Mixed dishes
60
Appendix G
Athlete Nutrition Education Program PowerPoint Presentation
Nutrition
Education
Program
Please take this time to fill
out the consent form, read
the directions, and take the
pre- questionnaire.
Six Areas of Focus
• Energy
• Weight Change
• Body Composition
~ Macronutrients
• Micronutrients
• Hydration
61
Energy
Body Composition
• Required for many reasons :
Sustain body wl!!lght
Increase training results
Establish lifestyles
• Energy Intakes remain the same during training
• Low energy intakes lead to negative results :
lower performance
Training benefits at risk
Forced body to use fat and lean tissue for fuel
• Energy- providing nutrients include
carbohydrates and fat.
Weight Change
Major determmant of performance
Body weight: velOCity. endurance. and
power
Weight gain
Add mort' energy to diets
Inut'd"pu <;trength tralninq
Weight loss
Hi'.l Ithll' \t l/,dY
decrease energy Intakp
Dt'lfl'd<"P ldloric inlakl'. whdt, Incrt'dsinq
plly."ldJ ,U,IIVlr..,
An~ll!w ."I ... hIlHl to 1'11111'1 tJd1fl Of 10\t' '1-',i'lqht
... !l()1I1.! l()ll ... ul! thl'lr 11<"1I1H'1 III nUIIIII(lllr\t to
delt'lnllllt' hi'''' pldll lilt Ith'l! htHh
• Body composition :
strength, agility, and
look
, Healthy body fat
percentages range
depending on athlete and
the sport
• Benefit of determining
body com pas ition:
improve athletic
performance
• Lowest minimal percent
for females is 12%
Macronutrients
Carbohydrates, fat and prOtein used for fuel by the body
Carbohydrates :
• Make up 45 - 65% of daily calories
• More intense exercise, more
carbohydrates used for fuel
• Must consume carbohydrate-rich diet
• Sources include :
• Fruits
• Vegetables
• Milk
• Grains
Fat
• Daily fat Intake = 20-3596 of daily caloric
intake
• Fats and oils are healthy part of diet. but
amounts and type are important
• Increased fat= bad fat intake
• Decreased fat= poor intakes of vitamin E
62
Hydration
• ~ lack of fluid
in the body
, Thirst is not indicator of
dehydration
, 10 to 12 cups a day
, 12- 20 oz. 2 - 3 hrs prior
• 6 - 12 oz. during exercise
, 16- 24 oz. after
• Fruit juices. smoothies .
and watery fruits offer
carbohydrates. protein .
and vitamins
~
H oh dration :
shortage in body water
levels.
, Normally self- inflicted
~ Occurs in wrestling
and boxing
t tlYponatremja :
retention of excess
water
, 00 not force hydration
, Dehydration can
decrease performance
Micronutrients
Contnbute 10 production of energy, maintaining
hedlthy nones, dnd repiHrln9 mUHle tissues
Vitamins & Minerals
• Need to consume more calcium. potassium, fiber.
magnesium, and vitamins A. C. and E!
, Intensity of exercise determines the amount of
micronutrients needed to repair lean tissue mass
, At risk for poor micronutrient intakes because of
energy intakes and changes in weight
DI~cUSs. different ways to Increase vlhlmlns and
minerals. In our diets
.
. ._
"
_
Hydration
M.lIrlt.lIfllllg
he,l lt ily fhlld b alance
Inlb.11.1Il("' (ould be hfe threa ten ing
rIll t'e m,lJor problems
{J"h~'dr .I! I'lt!
It'y!'oh'ydr.J I l<)n
t!\'pUrLI!r·'1l11.1
FlUid needs. body weight x .67 '-= number of
ounce~ you require daily - NOT including fluid
needed for exerc.ise
Please take this time to
complete the post
qllE'stlonn,ure. Once you are
fillished, please leave the
questlOllnalres at your table.
'rOll are free to go once you
hdVl'
flllisht'cI. Thanks
t 111ll' I
fOI YOLil