Promoting Media Literacy Online: An Intervention on Performance and Appearance Enhancement Substances with Sport High School Students

Federica Galli, Tommaso Palombi, Luca Mallia, Andrea Chirico, Thomas Zandonai, Fabio Alivernini, Alessandra De Maria, Arnaldo Zelli and Fabio Lucidi
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Federica Galli: Department of Movement, Human and Health Sciences, University of Rome “Foro Italico”, 00185 Rome, Italy
Tommaso Palombi: Department of Social and Developmental Psychology, “Sapienza” University of Rome, 00185 Rome, Italy
Luca Mallia: Department of Movement, Human and Health Sciences, University of Rome “Foro Italico”, 00185 Rome, Italy
Andrea Chirico: Department of Social and Developmental Psychology, “Sapienza” University of Rome, 00185 Rome, Italy
Thomas Zandonai: Sports Research Centre, Department of Sport Sciences, Miguel Hernández University, Av. de la Universidad s/n, Elche, 03202 Alicante, Spain
Fabio Alivernini: Department of Social and Developmental Psychology, “Sapienza” University of Rome, 00185 Rome, Italy
Alessandra De Maria: Department of Movement, Human and Health Sciences, University of Rome “Foro Italico”, 00185 Rome, Italy
Arnaldo Zelli: Department of Movement, Human and Health Sciences, University of Rome “Foro Italico”, 00185 Rome, Italy
Fabio Lucidi: Department of Social and Developmental Psychology, “Sapienza” University of Rome, 00185 Rome, Italy

IJERPH, 2021, vol. 18, issue 11, 1-8

Abstract: The outbreak of coronavirus required adjustment regarding the delivery of interventions. Media literacy interventions are necessary to help people acquire relevant skills to navigate the complexities of media communications, and to encourage health-promoting behaviors. The present study aimed to promote a media literacy intervention regarding performance and appearance enhancement substances use in sports high school students. The COVID-19 contingency allowed us to evaluate whether online sessions can effectively promote greater awareness of media influence, a stronger sense of confidence in persuading others to deal with media messages, and healthier attitudes about PAES use among high school students. The study relied on an “intervention group” comprising 162 students (31.5% female) and a “control group” comprising 158 students (42% female). Data were analyzed through repeated measures of Group X Time MANOVA and ANOVA, demonstrating some degree of efficacy of the media literacy intervention. The “intervention group” reported higher awareness of potential newspapers’ influence and a significant increase in their sense of confidence in dealing with media influence compared to the “control group”. Findings support the efficacy of online media literacy programs to prevent doping consumption in adolescents.

Keywords: media literacy; performance and appearance enhancement substances; doping; sport high school students; COVID-19; online delivery; social media (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
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