Eating for Peak Athletic Performance

Brennen Harvey & Monica Corzo-Minnieweather

San Francisco State University

NUTR 551-01: Nutrition Education and Communication

Professor Kate Haisch

December 13, 2020

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Introduction

Proper nutrition and nutrition knowledge, among college athletes, is crucial to an

athlete’s health and wellness and can influence dietary choices that impact athletic performance

and recovery. Although it is clear that athletes would benefit from following optimal nutrition

practices, data shows that athletes do not follow these practices, often resulting in multiple issues

including low energy availability. Every athlete strives for an above-average performance before

participating in a competition. However, daily training and recovery require a comprehensive

meal plan that will generate a greater sense of nutritional knowledge and influence peak athletic

performance. Without proper nutrition education, college athletes could be at risk for chronic,

inappropriate nutrition choices (Werner, Guadagni, & Pivarnik, 2020). Contrarily, individuals

with high nutrition knowledge are more likely to meet nutrition recommendations; therefore, in

order to promote optimal nutrition among college athletes, proper nutrition education is required.

Literature Review

A study by Wener, Guadagni, and Pivarnik (2020) conducted an assessment of nutrition

knowledge of division 1 college athletes. The study consisted of 128 student-athletes from eight

sports who completed a survey meant to assess both general and sports nutrition knowledge. The

results from the study found that the overall average score was 57% ± 18.6%. It was concluded

that athletes seemed to have low nutrition knowledge, placing them at risk for inappropriate

nutritional choices that would decrease their ability to perform and raise the chance of injury.

Providing an adequate base of nutrition knowledge can allow athletes to effectively follow

dietary habits that will optimize performance.

Our target audience consists of college athletes between the ages of 18-22, in which a

sample size of 25 athletes was surveyed to get a grasp on overarching nutrition knowledge as
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well as thoughts toward nutrition.​ ​We were able to find that 80% of our surveyors found eating

healthy to be very important to their overall performance, however only around 50% conduct

research on the nutritional value of what they are eating. We deemed this to be due to a lack of

nutrition knowledge, including not knowing how to properly read food labels and calculate

nutrient needs. According to Wener, Guadagni, and Pivarnik (2020), this puts the athletes at risk

for inappropriate nutritional choices, such as those of an ultra-processed diet. A study conducted

by Hall et al. (2019) examined the nutritional effects of ultra-processed diets versus that of an

unprocessed diet. The study consisted of 20 adults (10 male and 10 female), in which the

participants followed the two separate diets for two week periods; the ultra-processed diet having

on average 500 calories more than the unprocessed diet. The results listed that there was an

increase in carbohydrates and fat intake, yet protein intake was insufficient. Also, those on the

ultra-processed diet were eating less nutrient-dense foods therefore having to eat more to meet

energy needs which led to weight gain and excess caloric intake. From this, it can be concluded

that student-athletes should obtain a healthy eating plan that is composed of unprocessed foods

such as fruits, vegetables, whole grains, and low dairy products, to increase energy for athletic

performance.

The educational approach chosen consisted mostly of the cognitive (knowledge, and

application) and psychomotor domain (perception). The lesson plan created, focused on the

social cognitive theory, which included the use of PowerPoint, visuals, and demonstrations/case

studies to teach nutrition-related knowledge. A study conducted by Vlaardingerbroek, Taylor,

Bale, and Kennedy (2016) found that classrooms that had more ‘hands-on’ student engagement

(psychomotor domain) seemed to cause a positive attitude toward the material being taught and

led to improved knowledge and understanding (cognitive domain). The learning interventions
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that contained both a cognitive and psychomotor domain resulted in students having a positive

attitude toward the topic being taught and greater knowledge and understanding. The lesson plan

established, incorporates both of these domains to ensure that the college athletes participating

have a positive experience while also gaining a better understanding and knowledge and

nutrition. The lesson plan contains knowledge and application (cognitive domain) that supports

the needs assessment by providing the knowledge of nutrition required for college students. The

psychomotor domain was also used, in particular the perception philosophy, in order to engage

students and help create positive attitudes toward nutrition education.

Based on the needs assessment, nutrition knowledge is limited among college athletes.

Incorporating a lesson plan that consisted of both the cognitive and psychomotor domains may

help establish a positive perception of nutrition and therefore, increase knowledge retention. The

reason why this education approach was selected was based on wanting the college athletes to

have a positive perception of the class and leave knowing more than when they came in. College

athletes that have nutrition knowledge are more likely to establish a balanced diet and meet their

nutritional recommendations compared to their counterparts.

Methods and Materials

The material needed to complete this lesson plan consisted of food models for a variety

of food samples from each different food group, sample plates with sections that demonstrate the

MyPlate sample, and a PowerPoint projector and screen. Also, a whiteboard, large pad markers,

sheets of paper, and pencils will be needed. The class will begin with an icebreaker, which will

take about five minutes, where the athletes will be asked to introduce themselves to the person

sitting next to them, and talk about the sport they play and how long they have been playing it.

Students will also take a pre-test to assess their current knowledge of basic nutrition and sports
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nutrition which should only take about five minutes. The main goal for this lesson plan was to

increase knowledge of general and sports nutrition among college athletes.

The first knowledge component (cognitive domain) of the lesson plan focused on

balanced eating and why it is crucial for health along with explaining that athletes have greater

caloric needs. For this part of the lesson, a PowerPoint presentation depicting the MyPlate by the

USDA, and the components of each category will be used. This is part of the social cognitive

theory. The presenter needs to address the health benefits of having a balanced diet and why it is

important, especially among college athletes. They also need to state the types of foods that

belong under each component of the MyPlate and focus on budget-friendly food choices. After

this part of the lesson comes the perception component, in which food samples are used to create

a MyPlate-styled balanced meal. This is a hands-on activity where students are able to touch

different food samples and create a meal that is balanced. In this section, students will have the

opportunity to demonstrate their knowledge gained from the first part of the lesson. These two

parts of the lesson should take about 30 minutes, and are crucial for the college athlete to

understand in order to gain basic nutrition understanding.

The next part of the plan is customized to sports nutrition and calorie needs. The

knowledge and application (from the cognitive domain) are used to teach athletes how to

calculate their caloric intake based on their physical activity. A handout will be provided to the

athletes containing the Mifflin-St Jeor equation for men and women along with conversion

factors (lbs. to kg, ft. and inch. to cm. and m.), and physical activity factors based on activity

level. First, the presenter will provide a case study sample for estimating calorie intake based on

physical activity. Next, the athletes will be asked to calculate the caloric needs for the person

sitting next to them taking into account their physical activity factor. This allows the athletes to
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interact with the mastering and have a more hands-on experience, taking about 15 minutes of the

lesson plan. To assess the knowledge gained by the participants a post-test will be conducted at

the end of the session; this should only take about five minutes. The post-test will help the

presenter understand how effective the lesson plan was and determine whether anything needs to

be changed for the future. Overall, with the different components, this lesson should take no

longer than 60 minutes in total.

Discussion

The purpose of this study was to display proper nutrition knowledge that may influence

athletic performance amongst college athletes in a positive manner. Also, a display of a

nutritional education application that determines an individual's knowledge, and even perception

towards the overall knowledge of general sports nutrition for optimal athletic performance. The

process for us both throughout our experience with this proposal, had consisted of gaining more

knowledge about nutrition science and learning new teaching tools to portray towards our fellow

colleagues. We both enjoyed creating a nutrition education intervention, as it has generated a

vast sense of knowledge throughout our current dietetic careers that we intend to carry into

reality. Even though our topic tackles a complex issue within college athletes, this lesson plan

could be successful towards nutrition education in the “real world” due to other individuals that

share the common interest and motives towards nutrition education. Having a group of two

individuals consisted of pros, dealing with our overall execution status and cons, dependent on

overall communicative factors due to remote instruction. The only limiting factor would include

our means of contact and time management, while also having other priorities throughout our

day. Yet, the overall changes that we wish to achieve are to sustain a reliable and logical
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education plan that is suitable for all individuals. Creating this lesson plan was a fun and

challenging way to apply our dietetic knowledge.

Conclusion

The main objective that is meant to be portrayed, is to generate a sense of health and

wellness amongst all college athletes. Proper nutrition, and nutrition knowledge, is important for

all college athletes because it is crucial to athletic performance and recovery. Nutrition

knowledge in particular, is a major influential factor that benefits an individual’s dietary choices,

and data shows that athletes lack optimal nutrition practices. The provision of an adequate form

of nutritional education will generate a high standard of athletic performance amongst college

athletes. (Werner, Guadagni, & Pivarnik, 2020). This lesson plan is meant to establish cognitive

and psychomotor domains that will help establish a proper and positive perspective of nutrition

education and increased knowledge retention. The display of cognitive and psychomotor

domains were proper representations of a greater thought process and understanding of

nutritional education as a whole. Studies show that college athletes must implement these

nutritional education factors into their sports to achieve proper calorie intake for peak athletic

performance. College athletes that receive nutrition knowledge are more likely to establish a

properly balanced diet and are able to meet nutritional needs compared to their counterparts. The

college athletes that obtain a high nutritive knowledge base are most likely to generate optimal

nutrition intake that is required for successful performance amongst college athletes
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References

Hall, K. D., Ayuketah, A., Brychta, R., Cai, H., Cassimatis, T., Chen, K. Y., . . . Zhou, M.
(2019). Ultra-Processed Diets Cause Excess Calorie Intake and Weight Gain: An
Inpatient Randomized Controlled Trial of Ad Libitum Food Intake. ​Cell Metabolism,
30​(1), 67-77. doi:10.1016/j.cmet.2019.05.008

Vlaardingerbroek, B., Taylor, N., Bale, C., & Kennedy, J. (2016). Linking the experiential,
affective, and cognitive domains in biology education: A case study – microscopy.
Journal of Biological Education,​ ​51​(2), 144-150. doi:10.1080/00219266.2016.1177574

Werner, E. N., Guadagni, A. J., & Pivarnik, J. M. (2020). Assessment of nutrition knowledge in
division I college athletes. ​Journal of American College Health,​ 1-8.
doi:10.1080/07448481.2020.1740234

Link to Needs Assessment Survey

https://www.surveymonkey.com/r/F8MKHBR
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Lesson Plan Using Social Cognitive Theory

Eating for Peak Performance - College Athletes

Duration: ​One hour

Target group: ​College Athletes

Overall goal: ​To increase knowledge of general and sports nutrition.

Major Concepts:

- General and Sports Nutrition

- Understanding MyPlate

- Establishing well-balanced meals and snacks

- Calculating caloric needs based on physical activity

Icebreaker or attention grabber: ​(5 minutes)

- Ask students to introduce themselves to the person sitting next to them, and talk about the sport they
play, and how long they have been playing.

- Ask college students what they know about nutrition and write their responses on the board.

- Briefly discuss why nutrition among college athletes is important and the impact it can have on overall
health and athletic performance.

Objectives and Learning Domains; Generalizations and Learning Experiences

1. Upon completion of the sessions, the student will be able to describe basic nutrition knowledge and
understand increased nutrient needs for athletes.

Domain:​ Cognitive domain -- knowledge

Generalization: ​A balanced diet is crucial for health, and athletes have greater caloric needs.

Learning Experience: ​(15 minutes)

Provide a PowerPoint presentation with colorful visuals depicting the MyPlate by the USDA and the
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components of each category. Address the health benefits of having a balanced diet and why it is important
especially among college athletes. State the types of foods that belong under each component of the MyPlate
and focus on budget-friendly food choices. The student will observe examples of athletes and how caloric
needs vary depending on physical activity.

Domain: ​Psychomotor domain -- perception

Generalization: ​ Food samples are used to create a MyPlate balanced meal.

Learning Experiences: ​(15 minutes)

- A hands-on activity where students will grab different food samples and create a “meal” using the
components from MyPlate to ensure the meal is balanced.

- Step-by-step procedures will be outlined and a sheet with sample foods under each fruit, vegetables,
protein, grains, and dairy category will be handed out prior to the activity.

- Athletes will observe and feel the different food samples, and categorize them to create a balanced
meal.

Objectives and Learning Domains; Generalizations and Learning Experiences

2. At the end of the intervention, athletes will be able to calculate their caloric needs based on physical
activity.

Domain: ​Cognitive domain - Knowledge/Application

Generalization: ​College athletes have higher caloric needs due to their greater physical activity and proper
nutrition is important for athletic performance and healing.

Learning experience: ​(15 minutes)

Provide a handout containing the Mifflin-St Jeor equation for men and women along with conversion factors
for pounds to kilograms and feet and inches to cm and meters. The handout should also include physical
activity and activity factors. Provide a case study sample for estimating calorie intakes based on physical
activity.
- With the person sitting next to them, have each athlete calculate each other’s caloric needs based on
their physical activity factor.
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Teaching aids and materials:

- Food models for a variety of food samples from each different food group.

- Sample plates with sections the demonstrate the MyPlate sample

- Powerpoint projector and screen

- Whiteboard and large pad markers

- Sheets of paper and pencils

Summary: ​ Individuals with high nutrition knowledge are more likely to meet nutrition recommendations;
therefore, in order to promote adequate nutrition among college athletes, proper nutrition education is
required. Consuming a balanced meal composed of fruits, vegetables, grains, protein, and dairy is crucial for
overall health and athletic recovery. College athletes typically require higher caloric intake based on their
physical activity and the amounts of calories burned during practice and games. Understanding the difference
between caloric intake and how to assemble a balanced meal can help college athletes perform and recover
better.

Evaluation: ​(10 minutes)

The athletes will be asked to complete a pre- and post-test to assess basic nutrition knowledge. Comparing
both pre- and post-test will indicate whether the learning objectives were fulfilled and whether the athletes
have greater knowledge gain post-intervention. A sample question could be, “What are the 5 different foods
groups?” and “Do college athletes have greater caloric needs than a sedentary individual?’

Assignment: ​A handout for food tracking will be distributed to students to monitor their food intake for 3
days over a 7-day period (self-monitoring). Athletes will establish short-term goals to increase more variety in
their consumption in the upcoming month (goal-setting).
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