Towards a vision for community-based prevention: Exploring the anti-doping education landscape and extending feasibility testing of RE>ACT

Summary

This research project examined the feasibility of employing confrontation techniques as an effective self-regulation approach to deterring banned substance use in student-athlete and athlete support personnel populations. Furthermore, the project sought to understand the broader context of anti-doping education, including programs delivered within universities and those made available online. The insights gathered were used to provide recommendations for the development of university based anti-doping education.

 
Methodology

Building on the initial delivery of RE>ACT to international student-athletes, this research project consisted of six work packages. WP1 aimed to investigate and map existing online anti-doping education interventions. WP2 consisted in a survey disseminated (online) to the original RE>ACT sample of 604 athletes. In WP3, a version of RE>ACT was delivered to student-athletes across the US, UK and Canada in order to determine the feasibility and impact of the one-session (120 min) design. In WP4, An adapted version of RE>ACT was delivered to ASP across the US, UK and Canada in  order to determine the feasibility and impact of the program within this important population. In WP5, the research team engaged with identified university staff to discuss the feasibility of (and interest towards) introducing anti-doping centred content within existing (and/or future) academic structures. WP6 aimed at  providing recommendations for university anti-doping education.

Results

This research indicates that university settings have great potential for reaching athlete and ASP populations. Furthermore, the RE>ACT program provides a foundation through which these populations can be empowered to play an active role in clean sport.

Significance for Clean Sport

This project provided several outcomes: 1) Understanding the landscape of university-based anti-doping education programs. 2) Determining the opportunities that student-athletes and ASP perceive to be intervention-worthy. 3) Identified gaps in perceived opportunities to intervene, increase appreciation for intervention-worthy situations. 4) After increasing awareness, change perceptions of personal roles and responsibilities for intervening. 5) Provide student-athletes and ASP with the skills, confidence and resources necessary to effectively intervene. 6) Develop an evidence-informed university based anti-doping education curriculum outline.