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11 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 --- .~ ,-,f"i. ~? .... ,I - -. - ('~. 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 L 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 3 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. 4 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 5 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 6 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 7 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). 8 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 9 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. 10 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 11 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 12 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. 13 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 14 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 Printing Office. 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