Comparison of Life Skills Development between Different Nutrition Education Methods for High School Baseball Players: Verification According to the Stage of Change

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  • SHUDO Yuka
    Faculty of Sport and Health Science, Ritsumeikan University
  • EBI Kumiko
    Faculty of Sport and Health Science, Ritsumeikan University

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The development of life skills is essential for adolescents to grow into healthy adults. The purpose of this study is to examine the changes in life skills development among high school baseball players by comparing different methods of teaching nutrition education. The results were verified according to the stages of change of the Transtheoretical Model (TTM). The participants, one hundred and twenty-nine first-grade Japanese high school baseball players, were divided into three groups. All the participants were given a group lecture. In addition, based on the content of the group lecture, rice was utilized by the first group of athletes (RICE group). The second group was given individual tuition based on the results of individual body composition and dietary intake (INE group). The third group that only received the group lecture was set as the CON group. After three months of intervention, life skills scores among the three groups were compared according to the stages of change of the TTM. As a result, the amount of change in the life skills scores of the RICE group before and after nutrition education was significantly higher than that of the INE group in the preaction stage (P < .01). Furthermore, the self-efficacy scores of the RICE group were significantly higher than the INE and CON groups (P < .001). These results were not seen in the action/maintenance stage. The results of this study suggested that, in order to develop life skills, it is necessary to understand the subject’s stage of change and select a nutrition education method that is appropriate for that stage. If self-efficacy regarding dietary control is low, the results show that individual education for such subjects may hinder their improvement in life skills. In contrast, experiential nutrition education utilizing actual ingredients could be one of the methods of life skills education through food in the preaction stage. Through comparison with other grades, it is necessary to verify whether the results of this study are characteristic of first-grade nutrition education.

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