This paper describes the development and design of 'Nutrition for Athletes: A Focus on Dietary Supplements,' a Theory of Planned Behaviour-guided online educational intervention for varsity athletes at the University of Guelph aimed at improving nutrition knowledge and modifying beliefs, attitudes, and behaviors related to dietary supplement use.
Key Findings
Background
Formative research with varsity athletes revealed widespread misconceptions, strong social influences, and high perceived benefits of supplement use, highlighting the need for a belief-reshaping intervention.
Formative research was conducted with the target population prior to intervention development.
Key themes identified included widespread misconceptions about dietary supplements, strong social influences on supplement use, and high perceived benefits of supplements.
These findings directly informed the intervention's focus on 'correcting inaccurate beliefs and promoting a food-first approach.'
The formative research guided selection of Theory of Planned Behaviour (TPB) constructs to be targeted.
Methods
The intervention was guided by the Theory of Planned Behaviour (TPB), with each program unit mapped onto specific TPB constructs.
TPB constructs targeted included attitudes, subjective norms, perceived behavioral control, intentions, and behaviors associated with dietary supplement use.
The program also aimed to improve nutrition and dietary supplement-related knowledge.
Each unit of the program was explicitly mapped onto relevant TPB constructs.
The use of TPB was motivated by formative research findings showing strong social influences and belief-driven supplement use behaviors.
Methods
The online educational program covered sports nutrition, hydration, dietary supplements, and risks of supplement use, and was integrated into the university's learning management system.
The program was titled 'Nutrition for Athletes: A Focus on Dietary Supplements.'
Content topics included sports nutrition, hydration, dietary supplements, and risks of supplement use.
The program was designed specifically for varsity athletes at the University of Guelph, a Canadian university.
Integration into the university's learning management system was used to facilitate delivery to the target population.
Methods
The program's effectiveness was evaluated using pre- and post-intervention questionnaires assessing both knowledge and TPB constructs.
Pre- and post-intervention questionnaires were developed to measure changes in nutrition and dietary supplement-related knowledge.
Questionnaires also assessed all relevant TPB constructs: attitudes, subjective norms, perceived behavioral control, intentions, and behaviors.
The evaluation design allowed for measurement of changes attributable to the intervention.
Specific results of the pre-post evaluation are not reported in this paper, which focuses on program development and design.
Conclusions
The authors present the program as a replicable model for future nutrition education interventions targeting athlete populations.
The paper explicitly states it 'presents a model that can be replicated in future educational programs.'
The paper outlines the theoretical framework, development process, and content structure of the intervention.
The program was designed for varsity athletes at a Canadian university, but the model is described as generalizable.
A food-first approach was a central component emphasized throughout the intervention.
What This Means
This research describes the creation of an online nutrition education program specifically designed for varsity athletes at the University of Guelph in Canada. Before building the program, the researchers first studied the athletes' existing beliefs and behaviors around dietary supplements and found that many athletes held incorrect beliefs about supplements, were heavily influenced by coaches, teammates, and peers in their supplement choices, and believed strongly in the benefits of supplement use. These findings shaped the program's focus on correcting misinformation and encouraging athletes to prioritize food over supplements.
The program was built around a well-established psychological model called the Theory of Planned Behaviour, which proposes that people's actions are shaped by their attitudes, what they think others expect of them, and how much control they feel over their behavior. Each section of the program was deliberately designed to address one or more of these factors. Topics covered included general sports nutrition, hydration, types of dietary supplements, and the potential risks of supplement use. The program was delivered through the university's existing online learning system to make it accessible to athletes.
This research suggests that developing athlete-specific nutrition education programs grounded in behavioral theory — and informed by direct input from the target group — may be more effective than generic nutrition messaging. By documenting their development process in detail, the authors offer a blueprint that other universities or sports organizations could follow when creating similar programs for their own athlete populations. The actual effectiveness of the program on athletes' knowledge and supplement behaviors will be reported separately based on questionnaire data collected before and after athletes completed the program.
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Daher J, Haines J, Mountjoy M, El Khoury D. (2026). Development of a Theory-Based Nutrition Education Program Targeting Varsity Athletes at a Canadian University.. Nutrients. https://doi.org/10.3390/nu18111808