The Implementation and Evaluation of a Media Literacy Intervention About PAES Use in Sport Science Students
Metadatos
Mostrar el registro completo del ítemEditorial
Frontiers Media
Materia
Performance and appearance enhancement substance use Media literacy intervention Attitudes Sport sciences students Self-efficacy
Fecha
2020-03-24Referencia bibliográfica
Mallia, L., Chirico, A., Zelli, A., Galli, F., Palombi, T., Bortoli, L., ... & Vitali, F. (2020). The implementation and evaluation of a media literacy intervention about PAES use in sport science students. Frontiers in Psychology, 11.[https://doi.org/10.3389/fpsyg.2020.00368]
Patrocinador
Ministry of Health, Italy CUPB86G17000660005 2017-4Resumen
With respect to both competitive and amateur/fitness sports, media may strongly
influence young people’s opinions and behaviors concerning the use of PAES
(Performance and Appearance Enhancing Substances). The present investigation
addressed this topic by focusing on sport sciences students’ beliefs concerning the
possible role of media related to the implementation and evaluation of a PAES-focus
media literacy intervention conducted with sport science students. This study relied
on a sample of 521 students (attrition rate 10.3%) (45.1% female, mean age = 22.6,
SD = 2.20), which provided baseline data on students’ levels of media literacy
concerning the use of PAES (i.e. “descriptive sample”), and a sample of 248 students,
who participated in and provided data on the media literacy intervention. This latter
sample included a group of 128 students (44.5% female, mean age = 23.03, SD = 3.76)
who actively participated in the intervention (i.e. “intervention group”), and a group of
120 students who did not (i.e. “control group”, 53.3% female, mean age = 22.25,
SD = 2.47). All students filled out media literacy questionnaires targeting students’
awareness of media influence, their views about the realism of media content, their
sense of confidence in dealing with media messages, and their positive attitudes toward
PAES use. Analyses of questionnaire data showed that students are relatively aware
of media influence on people’s views and behaviors with respect to PAES use. At the
same time, students also believed that young people do not consider media as “realistic
sources” of information; nonetheless, they also did not consider themselves entirely
capable of dealing effectively with media messages. With respect to the intervention,
students overall appreciated and greatly welcomed the educational program on media
literacy, and the analyses of intervention data across intervention and control groups
showed that key media literacy variables changed over time, attesting to the overall
effectiveness of the intervention.