Background/Purpose
Among the missions of the United States Anti-Doping Agency (USADA) is to inspire true sport for all athletes. Among their educational resources is the middle school curriculum 100% Me. The purpose of this study was to determine the effects of the 100% Me curriculum on the self-regulated learning of middle school students.
Method
Subjects (N = 49) responded to the Treatment Self-Regulation Questionnaire (TSRQ) and the Perceived Competence Scale (PCS) prior to and after instruction using 100% Me. The TSRQ, which quantifies why individuals engage in health-related behaviors, contains three subscales. The autonomous regulatory style reflects when one personally endorses a behavior, the controlling style suggests external regulation, and amotivation style refers to being unmotivated about a behavior. The PCS assesses the degree to which one feels confident about being able to make a health related decision. For the purposes of this study, the TSRQ and PCS asked subjects about their decision to abstain from using exercise supplements.
Analysis/Results
Significant differences were found between the pretest and posttest scores for autonomy, t(42) = 2.303, p = .026, for controlling, t(42) = 2.389; p = .021, and for perceived competence, t(42) = 3.698; p = .001. Autonomy and competence increased significantly and controlling decreased significantly as a result of 100% Me instruction.
Conclusions
USADA's curriculum 100% Me is an effective tool that teachers and coaches should utilize to increase students' ability to take personal responsibility and gain confidence for their decision to abstain from using performance enhancing drugs.
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