Educational Intervention on Awareness of Health-Damaging Behaviors in Educators
Abstract
:1. Introduction
2. The Project: “Sport Informa”
2.1. General Aims
- (a)
- A training activity directed at teachers, educators, and coordinators of summer and winter camps to provide courses and tools designed to enhance self-esteem and self-management skills, with the objective of fostering balanced psychophysical development in young people to prevent the risk of doping.
- (b)
- An awareness-raising activity targeting an age group of 11–19, through webinars and meetings with Olympic and Paralympic sports champions to discuss the risks of doping.
- (c)
- A practical activity involving participation in multidisciplinary events for 11–19 age groups, supported by a communication campaign promoting doping prevention and healthy lifestyles.
- (d)
- A survey was administered to adults who participated in the training and to the 14–19 age group to assess their knowledge of the risks associated with doping substances.
- (e)
- A nationwide communication campaign aimed at broadening the reach of the project’s message.
2.2. Current Study 1: Teachers
2.2.1. Method
2.2.2. Sample
2.2.3. Teacher Training
2.2.4. Data Collection
2.2.5. Procedure
Tests
2.2.6. Psychometric Test: Perceived Self-Efficacy in Managing Complex Problems
2.2.7. Measure: Self-Efficacy Scale
2.2.8. Analysis
2.2.9. Results
3. Psychometric Test: Self-Compassion Scale
3.1. Measure: Self-Compassion Scale
3.2. Analysis
3.3. Results
3.4. Psychometric Test: ERQ—Emotional Regulation Questionnaire
3.5. Measure: ERQ-Scale
3.6. Analysis
3.7. Results
4. Explorative Study on Students
4.1. Method
4.2. Sample
4.3. Measures
4.4. Psychometric Test: The Self-Esteem Scale
4.5. Measure: The Self-Esteem Scale
4.6. Analysis
5. Results
6. Discussion
7. Limitations and Future Directions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Survey Phase | N | M | SD | Min | Max | Skewness | Kurtosis | Shapiro-Wilk | ||
---|---|---|---|---|---|---|---|---|---|---|
W | p | |||||||||
Emotional Maturity (item 1–6) | 1 | 59 | 18.9 | 3.12 | 9 | 25 | −0.72 | 0.831 | 0.962 | 0.063 |
2 | 59 | 20.2 | 3.84 | 12 | 30 | 0.517 | 0.475 | 0.966 | 0.094 | |
Goal-Oriented Action (item 7–12) | 1 | 59 | 21.3 | 2.81 | 15 | 28 | 0.356 | −0.328 | 0.947 | 0.012 |
2 | 59 | 22.8 | 3.41 | 17 | 30 | 0.335 | −0.695 | 0.957 | 0.037 | |
Relational Fluidity (item 13–18) | 1 | 59 | 20.4 | 3.27 | 15 | 28 | 0.253 | −0.934 | 0.950 | 0.017 |
2 | 59 | 21.9 | 3.92 | 14 | 30 | 0.183 | −0.747 | 0.976 | 0.298 | |
Context Analysis (item 19–24) | 1 | 59 | 20.1 | 2.96 | 16 | 29 | 0.982 | 0.561 | 0.894 | <0.001 |
2 | 59 | 21.8 | 3.85 | 14 | 30 | 0.455 | −0.281 | 0.958 | 0.038 |
Kaiser-Meyer-Olkin (KMO) Test for Sampling Adequacy | 0.867 | |
Bartlett’s test of Sphericity | χ² | 1863.27 |
df | 276 | |
Sign. | 0.000 |
Survey Phase | N | M | SD | Min | Max | Skewness | Kurtosis | Shapiro-Wilk | t | df | p | Effect Size Cohen’s d | ||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
W | p | |||||||||||||
Self-Kindness (item 5, 12, 19, 23, 26) | 1 | 59 | 3.22 | 0.756 | 1.00 | 4.40 | −0.7588 | 0.5310 | 0.940 | 0.006 | 1.447 | 58 | 0.153 | 0.188 |
2 | 59 | 3.33 | 0.807 | 1.00 | 5.00 | −0.3233 | 0.7056 | 0.946 | 0.011 | |||||
Self-Judgment (item 1, 8, 11, 16, 21) | 1 | 59 | 3.04 | 0.713 | 1.00 | 4.60 | −0.5173 | 0.3566 | 0.964 | 0.079 | 0.388 | 58 | 0.700 | 0.051 |
2 | 59 | 2.92 | 0.668 | 1.20 | 4.40 | −0.1481 | 0.1892 | 0.981 | 0.468 | |||||
Common Humanity (item 3, 7, 10, 15) | 1 | 59 | 2.96 | 0.690 | 1.75 | 4.25 | −0.1024 | −1.0081 | 0.955 | 0.029 | 3.246 | 58 | 0.002 | 0.423 |
2 | 59 | 3.33 | 0.594 | 1.75 | 4.50 | −0.0704 | −0.1463 | 0.975 | 0.258 | |||||
Isolation (item 4, 13, 18, 25) | 1 | 59 | 3.54 | 0.922 | 1.00 | 5.00 | −0.3744 | −0.2080 | 0.956 | 0.031 | 0.870 | 58 | 0.388 | 0.113 |
2 | 59 | 3.44 | 0.806 | 1.75 | 5.00 | 0.3530 | −0.5891 | 0.955 | 0.030 | |||||
Mindfulness (item 9, 14, 17, 22) | 1 | 59 | 3.42 | 0.761 | 1.75 | 5.00 | −0.2981 | −0.4707 | 0.955 | 0.030 | 1.821 | 58 | 0.074 | 0.237 |
2 | 59 | 3.57 | 0.646 | 1.75 | 5.00 | 0.1729 | 0.1833 | 0.961 | 0.059 | |||||
Over-identification (item 2, 6, 20, 24) | 1 | 59 | 3.33 | 0.819 | 1.00 | 4.75 | −0.2544 | −0.0806 | 0.973 | 0.210 | 1.556 | 58 | 0.125 | 0.203 |
2 | 59 | 3.20 | 0.731 | 1.50 | 5.00 | −0.0280 | 0.1750 | 0.977 | 0.315 |
Survey Phase | N | M | SD | Min | Max | Skewness | Kurtosis | Shapiro-Wilk | ||
---|---|---|---|---|---|---|---|---|---|---|
W | p | |||||||||
Cognitive Reappraisal | 1 | 59 | 29.9 | 6.00 | 17 | 41 | −0.202 | −0.589 | 0.977 | 0.329 |
Expressive Suppression | 2 | 59 | 30.8 | 4.95 | 20 | 42 | 0.309 | −0.572 | 0.972 | 0.200 |
1 | 59 | 15.5 | 5.30 | 4 | 28 | 0.195 | 0.121 | 0.970 | 0.150 | |
2 | 59 | 15.9 | 5.11 | 4 | 27 | −0.114 | −0.236 | 0.984 | 0.628 |
Dimensions | Sample Group | N | M | SD | Min | Max | Skewness | Kurtosis | W | p | t | df | p | Effect Size Cohen’s d |
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Interpersonal Relationships | F | 47 | 82.4 | 7.46 | 70 | 103 | 1.222 | 1.707 | 0.886 | <0.001 | 0.543 | 122 | 0.588 | 0.1005 |
M | 77 | 83.1 | 6.29 | 70 | 102 | 0.991 | 1.627 | 0.93 | <0.001 | |||||
Totale | 124 | 82.8 | 6.73 | 70 | 103 | 1.073 | 1.577 | 0.915 | <0.001 | |||||
Competence in Environmental Control | F | 47 | 77.1 | 7.51 | 57 | 94 | −0.248 | 0.289 | 0.984 | 0.758 | 2.115 | 122 | 0.036 | 0.3915 |
M | 77 | 80.4 | 8.56 | 57 | 99 | −0.062 | −0.112 | 0.991 | 0.857 | |||||
Totale | 124 | 79.1 | 8.29 | 57 | 99 | −0.042 | 0.024 | 0.991 | 0.614 | |||||
Emotionality | F | 47 | 86,0 | 5.7 | 75 | 103 | 0.811 | 1.147 | 0.954 | 0.064 | 0.749 | 122 | 0.455 | 0.1387 |
M | 77 | 86.8 | 5.93 | 75 | 103 | 0.187 | −0.124 | 0.983 | 0.404 | |||||
Totale | 124 | 86.5 | 5.83 | 75 | 103 | 0.404 | 0.168 | 0.979 | 0.046 | |||||
Academic Success | F | 47 | 85.2 | 8.65 | 70 | 113 | 1.299 | 2.206 | 0.900 | <0.001 | −1.248 | 122 | 0.215 | 0.2309 |
M | 77 | 83.3 | 7.63 | 70 | 113 | 1.004 | 2.033 | 0.943 | 0.002 | |||||
Totale | 124 | 84.0 | 8.05 | 70 | 113 | 1.152 | 2.152 | 0.926 | <0.001 | |||||
Family Life | F | 47 | 78.3 | 4.9 | 63 | 88 | −0.388 | 0.821 | 0.967 | 0.201 | 1.719 | 122 | 0.088 | 0.3181 |
M | 77 | 79.6 | 3.82 | 63 | 88 | −1.296 | 3.993 | 0.918 | <0.001 | |||||
Totale | 124 | 79.1 | 4.29 | 63 | 88 | −0.883 | 2.011 | 0.948 | <0.001 | |||||
Physical Self | F | 47 | 85.1 | 7.51 | 72 | 103 | 0.186 | −0.396 | 0.975 | 0.407 | 0.222 | 122 | 0.825 | 0.0410 |
M | 77 | 85.4 | 6.71 | 72 | 101 | −1.070 | −0.262 | 0.977 | 0.183 | |||||
Totale | 124 | 85.3 | 6.99 | 72 | 103 | 0.019 | −0.346 | 0.979 | 0.049 | |||||
Global Self-Esteem | F | 47 | 77.6 | 4.74 | 63 | 87 | −0.263 | 1.005 | 0.961 | 0.116 | 1.383 | 122 | 0.169 | 0.2561 |
M | 77 | 78.7 | 3.72 | 63 | 86 | −0.916 | 3.271 | 0.932 | <0.001 | |||||
Totale | 124 | 78.3 | 4.15 | 63 | 87 | −0.637 | 1.911 | 0.954 | <0.001 |
Dimensions | Range Score | >135 | 126–135 | 116–125 | 86–115 | 76–85 | 66–75 | <66 | |
---|---|---|---|---|---|---|---|---|---|
Classification | Extremely Positive Self-Esteem | Very Positive Self-Esteem | Slightly Positive Self-Esteem | Average Self-Esteem | Slightly Negative Self-Esteem | Very Negative Self-Esteem | Extremely Negative Self-Esteem | ||
Interpersonal Relationships | F | - | - | - | 10 | 29 | 8 | - | |
- | - | - | 21.3% | 61.7% | 17.0% | - | |||
M | - | - | - | 21 | 52 | 4 | - | ||
- | - | - | 27.3% | 67.5% | 5.2% | - | |||
Totale | - | - | - | 31 | 81 | 12 | - | ||
- | - | - | 25.0% | 65.3% | 9.7% | - | |||
Competence in Environmental Control | F | - | - | - | 6 | 21 | 17 | 3 | |
- | - | - | 12.8% | 44.7% | 36.2% | 6.4% | |||
M | - | - | - | 25 | 28 | 21 | 3 | ||
- | - | - | 32.5% | 36.4% | 27.3% | 3.9% | |||
Totale | - | - | - | 31 | 49 | 38 | 6 | ||
- | - | - | 25.0% | 39.5% | 30.6% | 4.8% | |||
Emotionality | F | - | - | - | 22 | 24 | 1 | - | |
- | - | - | 46.8% | 51.1% | 2.1% | - | |||
M | - | - | - | 45 | 29 | 3 | - | ||
- | - | - | 58.4% | 37.7% | 3.9% | - | |||
Totale | - | - | - | 67 | 53 | 4 | - | ||
- | - | - | 54.0% | 42.7% | 3.2% | - | |||
Academic Success | F | - | - | - | 16 | 27 | 4 | - | |
- | - | - | 34.0% | 57.4% | 8.5% | - | |||
M | - | - | - | 25 | 41 | 11 | - | ||
- | - | - | 32.5% | 53.2% | 14.3% | - | |||
Totale | - | - | - | 41 | 68 | 15 | - | ||
- | - | - | 33.1% | 54.8% | 12.1% | - | |||
Family Life | F | - | - | - | 4 | 31 | 11 | 1 | |
- | - | - | 8.5% | 66.0% | 23.4% | 2.1% | |||
M | - | - | - | 2 | 67 | 7 | 1 | ||
- | - | - | 2.6% | 87.0% | 9.1% | 1.3% | |||
Totale | - | - | - | 6 | 98 | 18 | 2 | ||
- | - | - | 4.8% | 79.0% | 14.5% | 1.6% | |||
Physical Self | F | - | - | - | 20 | 21 | 6 | - | |
- | - | - | 42.6% | 44.7% | 12.8% | - | |||
M | - | - | - | 38 | 31 | 8 | - | ||
- | - | - | 49.4% | 40.3% | 10.4% | - | |||
Totale | - | - | - | 58 | 52 | 14 | - | ||
- | - | - | 46.8% | 41.9% | 11.3% | - | |||
Global Self-Esteem | F | - | - | - | 3 | 28 | 15 | 1 | |
- | - | - | 6.4% | 59.6% | 31.9% | 2.1% | |||
M | - | - | - | 2 | 62 | 12 | 1 | ||
- | - | - | 2.6% | 80.5% | 15.6% | 1.3% | |||
Totale | - | - | - | 5 | 90 | 27 | 2 | ||
- | - | - | 4.0% | 72.6% | 21.8% | 1.6% |
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Focaroli, V.; Chiaro, M.; Battaglia, M.V.; Guidetti, L.; Velardi, A. Educational Intervention on Awareness of Health-Damaging Behaviors in Educators. Sports 2024, 12, 348. https://doi.org/10.3390/sports12120348
Focaroli V, Chiaro M, Battaglia MV, Guidetti L, Velardi A. Educational Intervention on Awareness of Health-Damaging Behaviors in Educators. Sports. 2024; 12(12):348. https://doi.org/10.3390/sports12120348
Chicago/Turabian StyleFocaroli, Valentina, Marina Chiaro, Maria Vittoria Battaglia, Laura Guidetti, and Andrea Velardi. 2024. "Educational Intervention on Awareness of Health-Damaging Behaviors in Educators" Sports 12, no. 12: 348. https://doi.org/10.3390/sports12120348
APA StyleFocaroli, V., Chiaro, M., Battaglia, M. V., Guidetti, L., & Velardi, A. (2024). Educational Intervention on Awareness of Health-Damaging Behaviors in Educators. Sports, 12(12), 348. https://doi.org/10.3390/sports12120348