LEADERSHIP STUDIES PROJECT

PROPOSAL
JENNIFER L. DAVIS
ELPS 450
NOVEMBER 2, 2017
NUTRITION PERFORMANCE AND
EDUCATION ENHANCEMENT AMONG
VIETNAMESE ATHLETES
 Table of Contents

Problem Statement…………………………………………………………………………................... 3 - 5

Project Values, Vision, & Mission……………………………………………………………………... 6

Abstract………………………………………………………………………………………………… 7

Strategic Plan………………………………………………………………………………................... 8-17

Works Cited………………………………………………………………………………….................. 18

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 Problem Statement

Across Asia there has been concerns surrounding high percentages of malnutrition among

individuals residing in its developing countries. Although the prevalence of underweight

individuals is still high, with modernization, these countries are beginning to experience the

double burden of malnutrition. This burden can best be described as having high percentage of

malnutrition while steadily experiencing increases in the number of individuals classified as

being overweight. Vietnam is among the current countries in a state nutritional transition with

the double burden of malnutrition. Specifically, in the urban areas of Vietnam, over weight and

obesity rates are on the rise, leading to an increased risk for developing non-communicable

diseases such as type II diabetes, cardiovascular disease, and certain forms of cancer (Ha et al,

2011, pg. 2). A BMI greater than twenty-five kilograms per meters squared classifies individuals

as being overweight. Ha et al (2011), highlights the prevalence of overweight Vietnamese adults

ages twenty-five to sixty-four years old in 2005 was almost double what it was in the year 2000

(Ha et al, 2011, pg. 5). While this statistic is alarming, luckily the magnitude of this burden

within Vietnam is relatively small compared to other countries such as Hong Kong and Korea.

Knowing that fifty percent of income is spent on food, the ministries within Vietnam have

developed a National Nutritional Strategy to strive to use proper nutrition and education to get all

individuals to a healthy body weight.

The National Nutrition Strategy has two phases to execute from 2011-2020 with an

overarching vision set towards 2030. It’s based off one of many principles stating that “balanced

and proper nutrition is essential for achieving comprehensive physical and intellectual

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development of Vietnamese people and improved quality of life” (Medical Publishing House,

2012, pg. 1). Two objectives of importance to this proposal listed is to control obesity risk

factors and their associated non-communicable disease and to improve knowledge and practices

regarding proper nutrition in the general population (Medical Publishing House, 2012, pg. 3). To

achieve these objectives, the Vietnamese ministries are taking an educational approach by

seeking to extensively train professionals in the field, distribute community outreach messages,

and educate youth on nutrition and health within the school system. While such approaches have

potential to ignite a shift in the overall health of Vietnamese individuals, there are a few limiting

factors that may inhibit fulfilling the strategies vision.

To begin, the amount of nutrition professionals to train in Vietnam is very slim. It has

only been five years since Hanoi Medical University celebrated its nutrition bachelor’s course;

Vietnams first degree opportunity to be offered in nutrition. The first bachelor of nutrition class

graduated this past year, and is only now entering the workforce as professionals seeking to

improve the nutritional status of Vietnamese people (National Institute of Nutrition, 2013).

Moreover, adding a nutrition and health education component to school curriculums is a very

strategic tactic that has promising longevity. However, with many children living in poverty, the

opportunity to attend grade school is considered a high achievement. Unless health education is

begun at an early age, this information will not be as prominently delivered to the rural

communities. Finally, while again considering the rural areas within Vietnam, community health

messages are likely to aggregate in urban areas.

A message that can be heard, seen, and understood throughout all communities can be

delivered through sport. I believe that by developing an outlet to enhance the nutrition and

performance of national and Olympic athletes training at the National Sports Training Center in

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Vietnam, their platform in sport will be elevated to deliver powerful messages within the

communities. Rodriguez et al (2009), states that “physical activity, athletic performances, and

recovery from exercise are enhanced by optimal nutrition” (pg. 1). Currently, the National Sports

Training Center in Ho Chi Minh City, Vietnam has no programs designated to focus on the

nutritional health of their performance athletes. The Director of Sport Science at the Center states

that the “athletes do not understand the benefits of proper nutrition although few teams have

expressed interest such as athletics and swimming.” In 2016 at the Rio Olympics, Vietnam

celebrated its first ever gold medal in the air pistol competition along with one other silver medal

(Vietnam Olympic Committee, 2017). Although considering placing third in the 2017 Asia

Games, Vietnamese athletics is not up to par with the rest of the world. Developing a nutrition

education program within the National Sports Training Center offers an opportunity to find a

new level of performance among its athletes, which then presents the opportunity to claim more

medals. More medals elevate athlete’s platform in sport to create a pipeline all the way down to

grassroots level sports to encourage physical activity and nutritious diets. By engaging

communities in sport, the double edge burden of malnutrition is combated.

The purpose of this project is to educate Vietnamese athletes on the benefits proper

nutritional fuel can contribute to performance, develop a fueling station and sport specific meal

plans for Vietnamese athletes, and strive to influence the overall health of Vietnamese

communities by using sport as a means of distributing community health messages.

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Values:

• Education: Continual dispersion of knowledge surrounding the health and performance

benefits that are of result of proper fueling before and after exercise among all four

periodization stages.

• Health: Proactively striving for current and life-long physical and mental well-being.

• Family: Create an environment in Vietnamese Athletics that supports the health and

wellness of all athletes and encourages the value of health through proper nutrition and

community engagement

• Equality: All Vietnamese athletes have access to proper performance nutrition and

recovery fuels regardless of family income or sport

Vision: To educate Vietnamese athletes at the National Training Center about the performance

benefits nutrition can provide during all four periodization stages, and to organize a nutrition

support staff to provide sport specific guidance and onsite nutrition to fuel the athletes and

ensure proper recovery.

Mission: To encourage healthy lifestyles through nutritious diets and physical activity in efforts

to enhance athletic performance of Vietnamese athletes while focusing on the longevity of their

healthy lifestyles through health education and community outreach. I seek to shine light on

Vietnamese athletics and encourage performances that will elevate their platform in sport in a

way that engages the interest of the community in the realm of sport.

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Abstract: By encompassing the values of health, education, family, and equality at the center of

our vision, we seek to develop a nutrition program at The National Sports Training Center in Ho

Chi Minh City, Vietnam to educate Vietnamese athletes about the immediate and lifelong

benefits that accompany proper nutrition within athletics, and to inspire Vietnamese athletes to

use their platform in sport to engage the community in physical activity and healthy dietary

lifestyles.

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 Nutrition Performance & Education Enhancement
Project Vision: To educate Vietnamese athletes at the National Training Center about the performance benefits nutrition
can provide during all four periodization stages, and to organize a nutrition support staff to provide sport specific guidance
and onsite nutrition to fuel the athletes and ensure proper recovery.
Success
Goals Objective Strategic Activities Resources
Criteria
Goal 1 Inspire the Vision of Bringing a Nutrition Program and Awareness to the National and Olympic Athletes at the National
Training Center in Ho Chi Minh City, Vietnam by Exemplifying and Sharing my Values of Health and Education Cross
Culturally
Success Criteria My Vision is Clearly Articulated and Highlights a Gap in Vietnamese Athletics, Which Then Attracts a Team
That Shares the Values of Health and Education.
Objective 1.1 Inspire a Shared Vision
SA 1.1.1.1: Communicate My Vision
Through Inclusive and Symbolic
Language While Highlighting the
Project’s Core Values
Tactic 1.1.1.1: Compare My Aperian
Global Profile with Vietnam in Order
To Understand Cultural Differences
and to Adapt My Leadership and
Management Styles to Best Fit Their
Needs
Tactic 1.1.1.2: Create a Project VVM
SA 1.2.1.1:
Share My Vision with a Combined
Team Both in the United States and
Vietnam by Modeling the Behaviors,
Attitudes, and Values Mapped Out
in My Vision
Tactic 1.2.1.1: Reach Out to The
Center for Sport Peace & Society,
the UT Sports Nutrition Staff, and UT
Nutrition Professors to Articulate
My Vision
Tactic 1.2.1.2: Continue
Communicating with the Doctor of
Medical Science at The National
Connect to the Course Content and
Target
Developed Leadership
Date
Self-Knowledge
Vision: • Inspire a Shared Vision by
On Going Defining Project Values and
Implementing Multi-Cultural
VVM: Leadership into My
Complet Communication. I Would
ed Normally Not Spend Time
Thinking About Other Cultures
When Designing a Project
Vision.
• Creating a Challenge and
Change Both for Myself and
For the National Training
Center in Vietnam. Creating a
Nutrition Program Will Seek to
Modernize Their Facility and
Mimic the United States’
Emphasis on Athletic Support
Staff
• Use Two of the Five Practices
of Exploratory Leadership;
Inspire a Shared Vision and
Challenge the Process
On Going • Lead Through an Interactive
Process with Individuals Who
Share the Same Vision and
Values.
• Display Congruence with the
Vision’s Values
• Model the Way By Showing
Congruence Among Shared
Values, and What Matters is
Being Communicated and
Acted out Through My
Priorities.
• Practice 360 Leadership by
Leading Up to Directors and
Administration, Across the
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 Training Center in Vietnam and the Fellow Athletes, and Down to
XLE Corporation to Discuss Potential Future Generations Within the
Partners/Team Members That We Vietnamese Athletic
Could Reach Out To Community
Goal 2 Foster an Encouraging, Educational, and Constructive Environment for Project Team Members & Athletes
Success Criteria The Team Expresses Cohesiveness and Respect For One Another, Understands the Project Mission and
Expectations, and Each Team Members Feels Like an Integral Part to a Greater Whole
Objective 2.1 Use Divergent Thinking to Clarify Mission and Solidify Innovativeness Within Project
SA 2.1.1.1: Mission: • Establish a Constructive
Establish the Project’s Mission and Complet Climate That Provides
Create an Atmosphere of Structure ed Structure and Clarifies the Big
Picture and Expectations
Tactic 2.1.1.1: Research the Current Research • Pairing a Vision with a
Problem, Diverge Thinking, Break and Fall Mission. Normally I Would
Down Current and Future Dedicatio Focus More on the Vision
Approaches to Solve the Nutrition n: Dec 15 Without Clearly Defining a
Gap. Mission
• Practice Task Oriented
Tactic 2.1.1.2: Clarify and Construct Leadership When Creating
the Project’s Mission to Align with Structure
the Core Values • Practice One of the Ten
Commitments of Envisioning
Tactic 2.1.1.3: Create a Nutrition the Future by Using Divergent
Portfolio That Separates Each Sports Thinking.
Four Stages of Periodization..

Tactic 2.1.1.4: Dedicate the Fall

Semester to Speaking with Nutrition
Professionals and Reading
Literature. Create Fact Sheets (1 per
month) to Display at the Facility to
Educate and Inspire Nutritional
Interests Among Vietnamese
Athletes.
Objective 2.2 Build Cohesiveness and Bridge Cultures
SA 2.2.1.1: On Going • Lead Through an Interactive
Establish an interactive Relationship Process and Build
with the Vietnamese Athletes and Cohesiveness Among Team
Administration other than Dr. Vu Members in the US and in
luuly and Nga Lee in Order to Vietnam. I Want Vietnamese
Receive Feedback and Accept Athletes to Have a Voice in
Opinions Different from My Own This Project Since it Directly
Effects Their Performance and
Tactic 2.2.1.1: Learn More About the Their Facility.
Vietnamese Culture and Language • Practice Relational Leadership
and Empathize with Their by Getting to Know More
Experiences in Athletics

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Tactic 2.2.1.2: Ask to Video Chat
with Some of the Athletes
Interested in The Project. Ask For
Input/Ideas, Assign Roles, Develop
Relationships
Objective 2.3 Adhere to a Standard of Excellence While Developing Fact Sheets and Portfolio
SA 2.3.1.1:
Work Sent to The National Training
Center Must Be Accurate,
Organized, and Easily
Comprehendible. Project
Expectations Will Be Clearly
Communicated to All Team
Members, and All Work Will Be
Subject To Review By a Master in
the Field of Nutrition Using
Constructive and Educational
Feedback
Tactic 2.3.1.1: Ask the UT Sports
Nutritionist To Review All Work Prior
To Release to Vietnam To Ensure
Accuracy and Safety.
Tactic 2.3.1.1: Consult Nga Lee and
Dr. Vu luuly on Whether the
Information Needs to Be Translated
to Vietnamese. If So, will Their
Facilities Do This Or Do We Need To
Share This Vision With A Translator
in the US?
Athletes and Staff Than I
Already Do on a Personal
Level. I Believe This Places Me
Outside of My Comfort Zone,
and I Must Practice
Overcoming Obstacles Such as
Language Barriers and
Technology During
Communication
• Acquire Competence by
Learning How to Speak More
of the Vietnamese Language
and Better Understanding
Their Culture
• Display Empathy Which Will
Allow me to Better Encourage
the Heart and Enable Others
to Act
• By Speaking with Athletes
Themselves, I Will Foster
Collaboration
TBD • Practice Managing Resources
• Lead Up Using 360 Degree
Leadership to UT Sports
Nutritionist, Nga Lee, and Dr.
Vu luuly
• Overcome Obstacles by
Figuring Out How to Handle
the Language Barrier. Most
Staff and Athletes Can Speak
English, but the Question is to
What Extent Since This Will Be
New Knowledge.
• Constructive Feedback
Through Comprehension
Evaluations. Normally Would
Think My Work Is Fine After
Review, But Cultural
Differences and Simplicity
Must Be Accounted For
• Reflect, Both on Personal
Work/Leadership and the
Current Outcomes of the
Project. Challenge the Process
Again and Again to Ensure We
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 Are Executing the Best
Tactic 2.3.1.2: Ask the Vietnamese Approaches.
Athletes and Administration to
Survey Work for Ease of
Comprehension.
Goal 3 Listen to the Nutritional Needs and Interest of Vietnamese Staff and Athletes at The National Training Facility
Success Criteria Cultural Differences are Recognized and the Voices and Ideas of Vietnamese Staff and Athletes Are Heard
and Intergraded Into the Project
Objective 3.1 Listen to the Ideas, Feelings, and Attitudes that the Vietnamese Staff and Athletes Wish to
Express Towards the Nutrition Enhancement Project, and Incorporate them into
Contributable Counterparts.
SA 3.1.1.1: On-Going • Lessen the Chances of Out-
Speak and Listen to Vietnamese Groups Forming by Listening
Staff and Athletes in an Unbiased and Displaying Empathy
Setting to Discuss Project Updates During Meaningful
and Continuing Ideas Conversations
• Use Relational Leadership to
Tactic 3.1.1.1: Discuss and Listen Via Discuss Ideas and Interests
Live Video Chats or Via Email • Foster Collaboration

SA 3.1.1.2: Recognize the Ideas and On-Going •

Needs of the Vietnamese Staff and
Athletes and Proactively Incorporate
their Interests into the Project Using
the Expectancy Theory
Tactic 3.2.1.1: Develop Ways to Let
the Administration and Athletes
Lead and Gather Interest in the
Program
Goal 4 Acquire Cultural Competence Surrounding Vietnamese Beliefs and Language to Establish Quality Communication and Reduce
Conflict
Success Criteria Conflict is Reduced or Diminished
Objective 4.1 Effectively Handle Conflict
SA 4.1.1.1: Clearly Communicate
Goals and Procedures, and
Acknowledge Any Differences in
Beliefs and Values to Better Handle
Content Conflicts
Tactic 4.1.1.1: Compare FIROB and
Aperian Global Scores with the
project team and Vietnam.
Help Out-Groups Feel
Included
• Incorporate Vietnamese Staff
and Athletes Ideas and
Interests to Recognize Unique
Contributions and Inspire
Motivation Through Individual
Competency.
• Enable Others to Act/Enlist
Others. Let Team Members
Take on Roles and Become
Valued Members of the
Project
Jan 1 • Clearly Define Project and
(Unless Communicate VVM
Add • Acknowledge and Understand
More Cultural Differences Among All
Team Team Members.
Members • Lead Across to Established
In Spring) Team Members Using 360
Degree Leadership

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 Tactic 4.2.1.1: Ensure all members of
the team have a copy of the
project’s VVM, and clearly
understand our values, vision,
mission, and goals.

SA 4.1.1.2: If Conflict Occurs, On-Going • Using this Model to Handle

Communicate and Use the Best Conflict, People Will Be
Conflict Resolution Theory to Separated from the Problem,
Maintain Harmony and Produce Interests Will Be Prioritized
Mutual Gains from Both Sides. Over Position, and Decisions
Will Be Made for Mutual
Tactic 4.1.1.2: Use Fisher and Ury’s Gains For All Stakeholders
Method of Principled Negotiation Using Objective Criteria
• Use Personally and Socially
Tactic 4.2.1.2: Use Fractionation to Responsible Leadership to
Manage Large Conflicts, and Make Decisions on How to
Differentiation to Let Both Sides of Handle Conflict
the Issue Recognize Their
Differences.

Goal 5 Lead the Nutrition and Education Project Morally and Ethically
Success Criteria As a Leader, I am Admired by My Team and Communities for Withholding Project Values and Displaying
Moral Character
Objective 5.1 Display Ethical Leadership Throughout the Duration of the Project
SA 5.1.1.1: On-Going • Display moral and ethical
Lead the Project Through Moral leadership
Influences That Are Aimed to Serve • Define and Display
the Right People in the Right Way, Congruence Among Personal
and to Display Congruence Among Values
the Values that Make up My • Use Respect, Honesty,
Character. Referent Power, and Goals to
affect and influence the well-
Tactic 5.1.1.1: Follow the 6 Pillars of being of others. Normally I use
Character legitimate or expert power
• Model the Way and Set the
Example
Goal 6 Overcome Unforeseen Obstacles
Success Criteria My Team and I Successfully Work Through Unforeseen Obstacles that May Hinder Us from Reaching Our
Goals
Objective 6.1 Ensure Goal Productivity
SA 6.1.1.1: Establish Path-Goal May 1 • Leading Via Path-Goal
Leadership Among My Team That Leadership that Will Keep All
Will Allow Me to Lead, Direct, Guide, Team Members on the Same
and Coach Team Members in the Page
Face of an Obstacle.

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 Tactic 6.1.1.1: Set Clear, Realistic
Goals

Objective 6.2 Maintain Motivation and Competency

SA 6.2.1.1: On-Going • Acquire Technical
Let Team Members Know Their Competence
Effort is Valued, and Are Competent • Overcome the Obstacle of
in Completing Their Assignments. Low Motivation
• Incorporate Expectancy
Tactic 6.2.1.1: Praise Superior Work Theory
Completed By Team Members • Encourage the Heart,
Celebrate Small Wins to Build
on Gains

Objective 6.3 Create an Atmosphere of Optimism and Support

SA 6.2.1.1:
Connect with Team Members While
Competing Tasks That Will Get Us to
Our Overarching Goal. Encourage
Progress, Praise Effort and Results,
and Establish a Community of Social
Support.
On-Going • Use Supportive Style
Leadership
• Overcome the Obstacle of
Simple Tasks
• Establish Trust  Relational
Leadership
• Encourage the Heart
• Celebrate Values and Victories

Goal 7 Construct Meal Periodized Meal Plans & Nutrition Fact Sheets
Success Criteria Plans and Fact Sheets Are Created, Reviewed, and Organized into The Portfolio By May 2018
Objective 7.1 Create US and Vietnamese Periodized Meal Plan Samples
SA 7.1.1.1: Determine Which Sport Jan 1 • Manage Time and Resources
Will Be Chosen for the First Focus of • Acquire Technical
the Project. Manage the Mar 1 Competence
Construction of Meals Tailored to • Create a Timeline with a
Meet the Energy and Recovery May 1 Sense of Urgency
Demands of Such Sport.

Tactic 7.1.1.1: US Samples Are to Be

Finished and Submitted for Review
by January 1st. By March 1st,
Vietnamese Examples Should Be
Submitted for Review. Both
Examples Should Be Placed in
Portfolio By May 1st.

Objective 7.2 Create Monthly Nutrition Fact Sheets

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SA 7.1.1.1: Distribute Knowledge Monthly • Manage Time and Resources
Surrounding Nutrition Education to • Acquire Technical
Athletes Prior to the Completion of Competence
the Project. This Will Ideally Spark • Create a Timeline with a Sense
Their Interest in Performance of Urgency
Nutrition and Potentially Ignite • Express Value in Health
Meaningful Conversations With Education
Project Team Members and Within
the Community.

Tactic 7.1.1.1: Create Monthly Fact

Sheets
October: Hydration Check
November: Maximize Recovery
December: Sports Drinks
January: Protein
February: Vitamins
March: Sleep/Rest
April: Carbohydrates
May: Smart Snacking

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 The most important aspect of this strategic plan is how I will inspire my vision of

bringing a nutritional program and awareness to the Vietnamese athletes, administration, and

community. With cultural differences, it is imperative that I use symbolic and inclusive language

while articulating my vision, and recognize such differences in attempt to adapt my style of

leadership to best fit the needs of my Vietnamese partners. Vietnam is vastly different from the

United States within itself, considering sport and nutrition adds even more complexity. If I want

to successfully fulfill my vision, understanding the culture of Vietnam, it’s food, training styles,

etc. is crucial. This will challenge me to change my traditional ways of thinking, but also

challenge the athletic community in Vietnam to be open to non-traditional ideas. Through this,

team members from both cultures will be a part of an interactive and challenged process.

This is going to be a learning opportunity for me and for the people of Vietnam. With that

being said, I strive to foster an educational and supportive climate that is centered around

structure. Three Hundred and Sixty Degree Leadership will be utilized often during this project

as I seek to lead up to administrators on my team as well as experts in the field of nutrition. I will

practice task-oriented leadership to clearly outline expectations for what our project entails. This

gives me a prime opportunity to lead up, down, and across, and to practice task-oriented

leadership by defining our vision and mission while emphasizing congruence among our core

values. I think it is very important for the entire team to be on the same page. Part of inspiring a

vision is being able to communicate your vision and mission. I think I often see my vision and

values, but I struggle with defining my mission and outlining how to accomplish it. A vision is

powerless without cohesiveness among team members. I think this is the largest obstacle that I

may face during my project. I want the athletes and athletic administration to feel like they have

a voice, and understand that I value their input throughout the process. To initiate this

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communication, I wish to learn more about the Vietnamese culture and language. I want them to

feel like I am a part of their “family” as I work to learn their language. Another obstacle that I

expect to overcome is our schedules and travel inhibiting consistent communication. This is

another reason I chose to take an initial task-oriented approach on top of working to build

relationships among our team.

I am aware that I am not simply working with a recreational club, but rather Olympic

athletes. I feel this project has the potential to be revolutionary in regards to bringing their level

of competition to the next level. While visiting Vietnam, it was clear that sports were only

beginning to become popular within the community, with most being played in more profound

areas at fitness clubs. I believe that if we can begin to increase performance levels nutritionally,

we have the potential to win more competitions. With more wins, each athlete’s platform in sport

elevates to serve as ambassadors for sport and physical activity in the community. I want the

breadth and depths of this project to span beyond the fences of the National Sports Training

Center. This is why I believe we have a responsibility to adhere to a standard of excellence. As

mentioned above, I am not a master of this field, but I do have the willingness to learn. That

being said, it is imperative to accredit my work and have it reviewed by a registered sports

nutritionist and dietician prior to sending the information to the people of Vietnam. With a small

language barrier, the meal plans and nutritional information needs to be organized and easily

comprehendible. Based on my interactions with the athletes in Vietnam, I believe that the

administration will be able to read English documents, but any nutritional information relayed to

athletes will likely need to be translated to Vietnamese.

I do not do well in the midst of conflict. I can externally handle the situation, but

internally conflict gives me lots of anxiety. I decided to use Fisher and Ury’s Method of

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Principled Negotiation and differentiation to keep the best interest of all people at heart, and to

strive to let all parties understand differences and benefit from mutual gains. I also want to

ensure that I do not lose sight of myself while executing this project. I want to make sure that I

make decisions morally and ethically in hopes that I am a leader that the Vietnamese people can

look up to by modeling the way. Lastly, I want my team and I to think big without letting

anything stand in our way. Inevitably, there will be obstacles, but I want to create an atmosphere

of positivity and productivity. To do this, I think it is important to incorporate path-goal

leadership and answer the question of how we are going to carry out our vision, what are the fine

details that we need to attend to, and what can each individual member do to contribute to the big

picture. I want my team members to feel like their work is valued just as much as their input.

This is while I believe encouraging the heart is an integral part of this project. I want to provide

constructive, positive feedback to instill intrinsic motivation from within to keep the ball rolling.

If someone does a superior job, they should be told. All this combined contributes to overall

support. There will be times when obstacles do get in our way, but it is up to the leaders among

the project to be optimistic, strategize, and think through how we can continue progressing

towards our goals. Essentially, this goes back the relational component mention in the

beginning. I believe that if we can uphold the value of creating a family across two cultures in

efforts to inspire our collective vision, then we will be able to execute each goal to enact

nutritional change within the National Sports Training Center.

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 Works Cited

Ha, D. TP., Feskens, E. JM., Deurenberg, P., Mai, L.B., Khan, N. C., Frans, S. (2011).
Nationwide shifts in the double burden o overweight and underweight in Vietnamese adults
in 2000 and 2005: two national nutrition surveys. BMC Public Health, 11:62, 1-9.

Medical Publishing House (2012). National Nutrition Strategy for 2011-2020 With a Vision
Toward 2030. World Health Organization, 1:1, 1-42.

National Institute of Nutrition. (2013) Retrieved from Vien Dinh Duong

http://viendinhduong.vn/news/en/158/110/a/national-institute of-nutrition.aspx

Rodriguez, N.R., DiMarco, N.M., Langley, S. (2009). Nutrition and Athletic Performance.
MedScape, 1:1, 1-12.

Vietnam Olympic Committee. (2017). Vietnam Medals. Retrieved from the Vietnam Olympic
Committee Hanoi https://www.olympic.org/vietnam.

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