Succeed Clean Community Conversation Report #1

Transcription

Succeed Clean
Student Survey Results 2013
Submitted to:
Succeed Clean Project Team
0
SEPTEMBER 2013
By:
The Social Innovation Research Group
Lyle S Hallman Faculty of Social work
Wilfrid Laurier University
Executive Summary .............................................................................................................................................. 3
1)
Background ................................................................................................................................................... 5
2)
Methods & Procedures ................................................................................................................................. 5
3)
Participants .................................................................................................................................................... 7
Description of Participants ............................................................................................................................... 8
4)
Quantitative Results: Pre Surveys................................................................................................................. 8
A.
Supplement Use ..................................................................................................................................... 8
B.
Steroid Use ................................................................................................................................................ 11
5)
Quantitative Results: Post-Survey & Pre-Post Survey Results .................................................................. 13
A.
Post Survey Ratings of the Presentation ............................................................................................ 13
B.
Pre-post Comparisons: What did respondents learn?........................................................................ 13
C.
Conclusions from Quantitative Results.............................................................................................. 17
6)
Post Survey Open Ended Results ............................................................................................................... 18
Students were asked: ..................................................................................................................................... 18
1.
What did you like best about the presentation? ................................................................................ 18
2.
What did you like least about the presentation? ............................................................................... 22
3.
What did you learn from the presentation? ........................................................................................ 26
4.
What do you think you will remember about the presentation? ..................................................... 34
Conclusions from the Qualitative Responses .............................................................................................. 43
Overall Conclusions............................................................................................................................................ 44
Appendix 1. Parent Consent Form ................................................................................................................... 45
Appendix 2. Youth Consent Form .................................................................................................................... 48
Appendix 3. PreSurvey ....................................................................................................................................... 50
Appendix 4. Post Survey .................................................................................................................................... 52
2
Executive Summary
This report highlights the results of student surveys completed by participants in the Succeed Clean
project. The Succeed Clean project was funded by the Ontario Trillium Foundation to develop an
approach to educating young people, parents, coaches and educators about the risks and realities
of Appearance and Performance Enhancing Drugs such as anabolic steroids.
The project is a partnership between the Canadian Centre for Ethics in Sport, University of Waterloo
Athletics, Wilfrid Laurier University Athletics, Waterloo Region Police Services, and the Kitchener
Rangers Hockey Organization.
The purpose of the program is to educate young people to help them to make healthy choices and
reach their potential without appearance and performance enhancing drugs.
Beginning in February 2013, student mentors offered 14 APEDs educational sessions to students in 9
high schools and 4 middle schools across Waterloo Region. Students attending presentations
completed pre- and post-surveys (Appendices 3 and 4) assessing their experiences and attitudes
related to APEDs, what they learned from the presentations and how they rated the experience.
The results of the pre- and post-surveys are shared in this report.
Information from the pre-surveys showed that many students are taking nutritional supplements: 1 in 3
said there were taking a supplement, with 37% of those students taking two or more.
As expected, the procedures employed in this study are not an effective means to measure
prevalence of steroid usage; though 1 in 4 report knowing someone at their school who is using
steroids; only 6 students in our sample indicated that they are using steroids or HGH.
The results reveal more support for the fact that APEDS knowledge, use, and beliefs are gendered.
Males are more willing to consider taking an APED, are more likely to be taking a supplement, and
are less likely to perceive supplements as risky and 5 of the 6 APEDs users are male. This finding does
not imply females should be overlooked, however.
The results offer some evidence that there is a relationship between nutritional supplements and
APEDs, which was a questions raised in the parent community conversations. Students who indicated
a willingness to use an APED were more likely to be taking a nutritional supplement and 5 of the 6 selfidentified steroid/HGH users in the study were also taking 2+ supplements.
The results from the pre and post survey comparisons showed that after the presentation, students
increased their understanding of the potential risks of supplements, increased their knowledge about
side effects of steroids, were less willing to take an AED, and had increased knowledge about healthy
ways to improve performance.
3
Both the closed ended rating results and the open ended questions revealed that almost all
respondents were satisfied with the presentation and rated it highly.
Responses to the open-ended questions illustrated that students shared many examples of what they
learned and they indicated that the information learned was the best part of the presentation.
Students appreciated the humour and enthusiasm of the presenters and liked hearing about the
personal stories of the presenters, Eric and Taylor Hooten.
Many students indicated that there were no aspects of the presentation that they did not like,
though aspects of the presentation that some students didn’t like include: the length of the
presentation, some wanted more detailed information, issues with presenters were identified and
some found the presentation needed more interactivity.
Responses to the open-ended questions reveal students learned about the risks, facts and side
effects and the message to avoid taking APEDs, and the facts and risks of nutritional supplements.
Students indicated that they learned that the side effects of steroids go beyond the physical to
include the impact on relationships, their future and emotional impacts.
Some students said they learned ways that they can "succeed clean" through improving their
appearance and performance in healthier ways.
Students said they will remember the message to not take APEDs, the side effects, the stories shared
in the presentations, the importance of making healthy choices and succeeding clean, and
information about supplements.
Based on the qualitative responses, students clearly enjoyed the presentations and seemed to have
learned the main messages of the presentation.
If there were areas for improvement (other than mentioned above) for the group to consider, it may
be to increase the healthy ways to succeed clean aspects of the presentation as the “don’t do
drugs because they are dangerous” message seemed to have overshadowed (though not
completely) the ways they can succeed clean.
Overall, based on the findings of this study, the Succeed Clean presentations achieved their goals.
Most students were engaged in the presentation materials through the presenters, the presentation
and the stories shared. Students learned the main messages of the risks of APEDs as well as ways to
meet their performance and appearance goals through succeeding clean. The study also provides
some information for improving future presentations.
4
Succeed Clean
Student Surveys
1) Background
The Succeed Clean project is funded by the Ontario Trillium Foundation to develop an approach to
educating young people, parents, coaches and educators about the risks and realities of
Appearance and Performance Enhancing Drugs such as anabolic steroids.
The project is a partnership between the Canadian Centre for Ethics in Sport, University of Waterloo
Athletics, Wilfrid Laurier University Athletics, Waterloo Region Police Services, and the Kitchener
Rangers Hockey Organization.
The purpose of the program is to educate young people to help them to make healthy choices and
reach their potential without appearance and performance enhancing drugs.
Beginning in February 2013, student mentors offered 14 APEDs educational sessions to students in 9
high schools and 4 middle schools across Waterloo Region.
Students attending presentations completed pre- and post-surveys (Appendices 3 and 4) assessing
their experiences and attitudes related to APEDs, what they learned from the presentations and how
they rated the experience.
The results of the pre- and post-surveys are shared in this report.
2) Methods & Procedures
SURVEY DEVELOPMENT AND ETHICS
The pre and post surveys were developed by the research team in collaboration with the project
team. All the research procedures and tools including the surveys and survey consent forms for
students and parents of students under 161 (Appendices 1 & 2) were approved by the Research
Ethics Boards at Wilfrid Laurier University, the Waterloo Region District School Board and the Waterloo
Catholic School Board.
This is REB policy – children under 16 must have a parent/guardian sign his/her consent in addition to child
consent.
1
5
PURPOSE OF THE SURVEYS
It was agreed that the purpose of the surveys was to measure attitudes, beliefs and knowledge
about APEDs. The group decided the surveys were not intended to be an effective tool to measure
prevalence of steroids because of issues relative to methodology (i.e. students being in close
proximity to one another when filling out forms). However, questions that asked about steroid use
and knowledge of other students using steroids were included within the survey.
PROCEDURES
For high school students:
Prior to each presentation, a research assistant would describe the purpose of the pre and post
surveys. Students were told that their participation in the survey research was voluntary and that they
could choose at any time to stop completing the survey or hand in a blank survey without penalty.
High school students were given a consent form with the pre-survey that described the study and
their rights as participants. Consistent with Board policies, Public school students were required to sign
their consent and Catholic students read the consents and their completion of the survey indicated
their consent.
A challenge for this study is that we did not get parent consent for high school students under the
age of 16 although they were not considered as part of the data collection. The issue is that there
may have been students under the age of 16 attending the presentations with peers 16 or older. RAs
(Research Assistants) handing out surveys asked young looking students if they were 16 to either not
take a survey or to avoid filling it out. Surveys that were returned indicating an age under 16 were
shredded and not entered in to the electronic data file.
Students read the consents and completed the pre-survey before the presentation started. Postsurveys were handed out by RAs once the presentation was over and students completed the
surveys before they left.
For middle school students:
The same procedures were followed except only students with parent consent could participate
because all middle school (Grades 7/8) students are younger than 16. Parent consent was sought
through teachers sending consents home with students. Before the presentation and prior to the
presentation teachers organized the students so that those with parent consent entered one door to
the hall where the presentation was being delivered and those without entered another. This allowed
RAs to easily hand out surveys to only students with parent consent. As above, students were still
made aware that their participation required their consent as well and was voluntary.
6
DATA A NALYSIS 2
Quantitative variables (questions that involve a number or closed ended response) were entered in
to SPSS and analyzed to examine frequencies of responses and determine if variables significantly
differed by group (i.e. athletes vs. non-athletes) or whether variables differed from pre to post
response. Only statistically significant differences are reported in this document.
Qualitative variables (questions that required a written response) were entered in to excel and
coded using a Qualitative Content Analysis. This involves a researcher reading all of the responses
and sorting the responses into categories and themes that emerged.
3) Participants
This report includes the results of student pre- and post-surveys completed by 11 of the 123 schools.
Data collection for 1 of the 124 schools was incomplete, thus is not included in this report.
NUMBER OF PRE-SURVEYS COMPLETED :
701 pre surveys completed
 427 high school (61%)
o Avrg Age: 16.74
 274 middle school (39%)
o Avrg Age: 13
615 post surveys completed
 354 high school (58%)
 261 middle school (42%)
CHART 1. SURVEYS COMPLETED BY SCHOOL
School
Pre
Post
Elmira
Forest Heights
St. Benedict
K.C.I
ST. Marys
Preston
Resurrection
ST. Lukes
Lincoln Heights
Holy Spirit
W.G.DAVIS
59
85
74
40
94
30
45
66
31
95
82
58
68
62
31
69
27
39
66
29
87
79
Note that pre and post surveys are not linked to each person, rather they are analyzed as two separate
groups and pre and post patterns are analyzed.
2
One of the 12 includes a school presentation that was hosted at one school but included students from both the host
school - St. Benedict as well as students from Monsignor Doyle.
4 Jacob Hespeler – the pre survey data was missed due to a scheduling error
3
7
RESPONSE RATE : We do not have an accurate calculation of response rate because attendance
numbers are approximate. It would appear that the response rate may be around 50% but that is
based on 1320 – the number of participants that were expected to attend the presentations. Taking
in to account the lack of parent consent for some participants and the feedback of RAs on site, it is
estimated that the response rate is closer to 80% of eligible students.
The similarity of the pre and post numbers suggest that most of the students who filled out a pre
survey also filled out a post-survey – this was also observed by RAs.
Description of Participants
PARTICIPANTS ARE MOSTLY ATHLETES:

54% male, 46% female (1 student identified as transgendered5)

84% participate in athletics
o
o
62% participate in athletics at school6
71% participate in athletics outside school
Top ten sports participated in include (from most popular): basketball, volleyball, soccer,
football, rugby, hockey, track and field, baseball, badminton, wrestling

4) Quantitative Results: Pre Surveys
This section shares the results from just responses to the pre survey questions. Analysis of the
relationships between pre- and post-surveys is shared in section 5.
A. Supplement Use
Have you ever taken any nutritional supplements to make you better at sport, to
increase muscle size or to improve how you look?
Supplements are defined on the survey as: “products like vitamins, minerals, protein powders, and energy and stimulant
products. Supplements can be defined as anything that an individual ingests outside of their regular food intake, not a food
source or part of a normal diet”.
1 in 3 respondents are taking a supplement
Of the 701 pre-survey respondents, 36% (252) indicated that they are taking a supplement.
Of those 252 students taking supplements:
As is SIRG practice, a more inclusive measure of gender involves asking students to identify their gender, rather than
having closed ended male/female categories.
6 A few students noted the teacher labour issue that precluded them from participating in school sports
5
8
63% (159) are taking 1 kind
28% (71) are taking 2 kinds
9% (23) are taking more than 3



Supplement takers are:
More likely to be in high school
More likely to be male
More likely to participate in a sport (in and/or out of school)



Types of Supplements
Chart 1 shows the most common supplements that the 252 students are taking including protein
(powder, shakes, bars), vitamins, creatine and various other substances.
Do Supplements Help Athletic Performance?
As a measure of knowledge about supplements, student were asked on a scale of 1-10 how much
supplements help athletic performance with, 1 = not at all to 10= help a lot.
The average rating for this questions was 6/10, indicating that most students (pre-presentation) see
supplements as somewhat helpful to athletic performance. Of the respondents, 17% indicated that
they don’t know if supplements are helpful.
Statistical tests revealed that:
9

High schoolers more likely to believe supplements are helpful to athletic performance

Males more likely to believe supplements are helpful to athletic performance

Athletes more likely to believe supplements are helpful to athletic performance

Users more likely to believe supplements are helpful to athletic performance
Are there Risks to taking Supplements?
Students were asked whether they thought there are any risks to taking nutritional supplements. Chart
2 shows that overall (pre-presentation), respondents were mostly likely to believe that taking
supplements posed some risks.
Statistical tests reveal that:




Middle schoolers more likely to believe that there are risks to taking supplements
Females more likely to believe that there are risks to taking supplements
Users less likely to believe that there are risks to taking supplements
No difference for athletes vs. non-athletes in terms of belief in risks to taking supplements
Chart 2. Beliefs about risks of supplements
10
B. Steroid Use
Personal Use of Steroids
The survey cannot be viewed as a reliable or valid measure of the prevalence of steroid use.
However, we did ask students if they were now taking or had ever taken steroids or APEDs.
Six students indicated that they have used steroids or HGH (less than 1%). Of the six disclosures, all 6
participate in a sport and one of the six is female. Sports that users participate in include in order
hockey, football, boxing and rugby (3 of 6 participate in more than one of those).
Five of the six users are also taking 2 or more nutritional supplements along with the steroid or HGH.
Knowledge of other students using steroids
Students were asked if they knew of other students using steroids or another APED. Of the 684
respondents to this question, about 1 in 4 said they knew of at least one student at their school who
was using steroids or another APED.
Respondents said:

No, I don’t know anyone: 526
77%

I know of one person:
77
11%

I know of a few people:
67
10%

I know of many:
14
2%
Respondents who know someone who uses steroids or other APEDS are:




More likely high schoolers
Males know more
No difference for athletes vs. non-athletes
Supplement takers know more
Knowledge of Steroids before the presentation
Students were asked to assess how much knowledge about steroids they think they have before the
presentation. Respondents said:




11
Average rated their knowledge at about a 5/10
Males say they have more knowledge
Athletes say they have more knowledge
Supplement takers say they have more knowledge
Willingness to take an Appearance Enhancer
Students were asked how willing they are to take a drug to help improve how they look on a scale of
1-10 (1=Never; 10=very willing).
Responses indicate that:








47% might be willing (2+ on a 10 point scale)
Only 11.5% rated 5+ on the scale
High schoolers more willing
Males more willing
Athletes at school more willing (but not those out of school or athletes vs. non-athletes)
Supplement takers more willing*
Not associated with perceived risks
More willing if you know someone who uses APEDS
*These results reveal some information that addresses a question that was raised in the parent
community conversations: is supplement use connected to steroid/APED use? The responses indicate
that those taking supplements are more likely to be willing to take a drug to enhance their
appearance. This finding, along with the finding that 5/6 APED users take 2+ supplements suggests
that there is possibly a relationship between supplement use and APED use.
Healthy ways to improve performance?
Students were asked if they knew of healthy ways to improve athletic performance. Results show that
there are no gender differences on this question and high schoolers, supplement users and athletes
say they know more.
12
5) Quantitative Results: Post-Survey & Pre-Post Survey Results
A. Post Survey Ratings of the Presentation
Overall, respondents liked the presentation.
Students were asked to rate the presentation from 1(poor) to 10 (Excellent).
As chart 3 reveals average ratings of the presentation were fairly high, with a mean7 rating of 8.3 out
of 10 and ranges of 7.8-8.7 within school ratings.
Chart 3. Respondent ratings of the presentation (1= poor, 10= excellent)
No differences between average ratings were found across the groups (age, gender, supplement
users, athletes, willingness to use, knowledge, and risk perception).
B. Pre-post Comparisons: What did respondents learn?
Do supplements help athletic performance?
Students were asked to rate how effective they believe supplements are on both the pre- and postsurvey (1 = not at all; 10 = they help a lot). As Chart 4 shows, after the presentation, there was a
statistically significant drop in respondent ratings of how much they believe nutritional supplements to
be beneficial to performance, with a mean pre-survey score of 5.9 and a mean post score of 4.9.
Chart 4. Pre and Post Mean Rating of Effectiveness of Nutritional Supplements
7
The statistical mean is the average score
13
After the presentation, high schoolers still rated supplements as more helpful, males still rated
supplements as helpful, but the athlete vs. non-athlete difference disappeared.
Scores that dropped significantly from the pre to post surveys include:






Males
Females
Middle schoolers
High schoolers
All athletes (in, out, and in/out)
All non-athletes
These findings suggest that all groups were significantly less convinced about the benefits of
supplements after attending the presentation.
There was no association between effectiveness beliefs and perception of supplement risks, and only
a weak association with belief in effectiveness of supplements and willingness to take an
Appearance Enhancing Drug (AED).
Risks of Nutritional Supplements
Students were asked if they believe there are any risks to taking nutritional supplements. Chart 5
shows that respondents perceived that there are significantly more risks to taking nutritional
supplements after the presentation.
Chart 5. Pre and Post Survey Beliefs about Risks of Nutritional Supplements
The post survey results show that:




14
Middle and high schooler differences in beliefs about risk disappeared
Females still view nutritional supplements as more risky
Still no differences between athletes and non-athletes in beliefs about risk
All groups saw supplements as riskier, post presentation: Athletes, non-athletes, males, females,
highschoolers, middle schoolers
How much is known about the side effects of steroids?
To measure how much participants learned about the side effects of steroids, students were asked to
do a self-rating of their knowledge of steroid side effects on the pre and post surveys (1= I don’t know
anything; 10= I know a lot). Chart 6 reveals that the pre and post ratings significantly differed, with the
mean pre-survey rating of 4.95 and the mean post survey rating of 7.38. This information suggests
participants believe they have learned about steroid side effects through the presentation.
Chart 6. Pre and Post Survey Mean Ratings of Knowledge of Steroid Side Effects
T
Post survey results show that the gender difference in pre-survey knowledge (males said they know
more) disappeared, though athletes still rated their knowledge of steroid side effects as higher.
Similar to the data about beliefs in effectiveness of supplements, all groups (males, females, middle
schoolers, high schoolers, all athletes (in, out, and in/out), and all non-athletes had increases in their
ratings of knowledge of steroid side effects. These findings suggest that all groups were significantly
more knowledgeable about steroid side effects after attending the presentation.
Willingness to take an Appearance Enhancing Drug (AED)
Students were asked on the pre- and post-survey to rate how willing they are to take a drug to
improve their appearance (1=never; 10=very willing).
Most students are generally not willing to take an AED, though as Chart 7 reveals, the pre- and postsurvey mean ratings did differ (mean pre rating = 2.06; mean post rating= 1.79), indicating that
students are even less willing to take an AED after the presentation.
Chart 7. Pre and Post Survey Mean Rating of Willingness to take an AED
15
The post survey results indicate that high school student are still more willing to take an AED than
middle school students, males are more willing than females, school athletes are still more willing than
non, all athletes still no different than non-athletes. Athletes out of school are less willing than nonathletes to take an AED, and there was no difference between these groups on the pre-survey.
Males, high schoolers, athletes (outside, inside and in/out) were all groups that reported being
significantly less willing to take AEDs after the presentation. Scores for females, middle schoolers, and
all non-athletes remain unchanged. These findings suggest that those that were more willing before
the presentation may have had a change of mind after the presentation.
A look at the “may be willing” group:
Of the respondents to the pre surveys, 11.5% gave a rating between 5-10, indicating that they “may
be willing” to take an Appearance Enhancing Drug (AED). The post survey results reveal that the
percentage of “may be willing” students dropped to 8.7%.
Healthy ways to Improve Appearance and Performance
Students were asked if they knew of healthy ways to improve their athletic performance and health
of their body (options: yes, many, yes, few, and no). Chart 8 shows that respondents indicate
knowing significantly more healthy ways to improve health and performance on the post survey.
Further, the differences between high school and middle school disappeared, the lack of gender
difference remained, and post survey showed athletes still indicate they know about healthy ways to
improve performance and health.
Within each sub group (gender, athletes, non-athletes, all groups reported knowing more healthy
ways after the presentation.
Chart 8. Healthy Ways to Improve Performance and Health
16
C. Conclusions from Quantitative Results
Overall, the pre and post survey results suggest that:

Many students are taking nutritional supplements: 1 in 3 said there were taking a supplement,
with 37% of those students taking more two or more.

As expected, the procedures employed are not effective at measuring prevalence of steroid
usage; though 1 in 4 report knowing someone at their school who is using steroids; only 6
students in our sample indicated that they are using steroids or HGH.

More support for the fact that APEDS knowledge, use, and beliefs is gendered. Males are more
willing to consider taking an AED, are more likely to be taking a supplement, and are less likely
to perceive supplements as risky and 5 of the 6 APEDs users are male. This finding does not
mean females should be overlooked, however.

Willingness to use an AED is an interesting metric and the relationship with supplement use
(those taking a supplement more willing to take an AED) an important finding. This finding
along with the finding that the 6 users were also taking 2+ supplements provides some
evidence that there is a relationship between supplements and APEDs, which was a question
raised in the parent community conversations.

Pre and post comparisons suggest participants:
o
o
o
o

17
Increased their understanding of the potential risks of supplements,
Increased their knowledge about side effects of steroids,
Were less willing to take an AED
And had increased knowledge about healthy ways to improve performance.
Overall almost all respondents were satisfied with the presentation and rated it highly.
6) Post Survey Open Ended Results
This section shares the results of the open ended questions on the post surveys. Students were asked 4
questions:
1. What did you like best about the presentation?
2. What did you like least about the presentation?
3. What did you learn from the presentation?
4. What will you remember from the presentation?
The themes that emerged from the 600+ responses to each question are shared below.
Students were asked:
1. What did you like best about the presentation?
Of the 616 respondents to the post surveys, 559 described what they liked best about the
presentation, with 7 main themes emerging from these comments including:
1.
2.
3.
4.
5.
6.
7.
Learning new information (230 comments)
The Presenters (128 comments)
Hearing Personal Stories and Perspectives (89 comments)
The Video (76 comments)
Engaging aspects of the presentation (23 comments)
Everything (19 comments)
The PowerPoint presentation (18 comments)
1. Learning New Information (230 comments)
The most common comments from respondents about what they liked best from the presentation
were general comments related to the fact that they appreciated learning new information.
Students remarked that they liked learning new “facts”, appreciated the explanations about APEDS,
and that the presentation provided detailed information that was new to them. Many students
responded to the question of what they liked best with a simple: “the information”. Common
examples of the responses to this question include:
“All the information you gave out”
“Cool facts”
“It was very educational”
“I learned a lot!”
“It gave lots of details”
18
“It was very informative and interesting”
“I liked learning new facts”
“The immense amount of facts.”
“I learned stuff that I didn’t know”
“How descriptive it was about everything.”
“I learned many new ways I shouldn’t do to my body”
“They were very informative with their points and got their message across.
Respondents also gave examples of specific information they learned in the presentation. The most
common item listed was that they learned about the side effects and risks of steroids:
“Learning about the side effects of steroids”
“Talking about the side effects.”
“The side effects slide”
“They accurately described and outlined every side effect.”
“How it affects girls and boys differently”
“Learning about the risks”
“Comparing natural look with steroids users and how media is such a strong influence on our
minds.”
“I like that they compared the natural look to the steroid look.”
Some respondents also appreciated that the presentation shared healthy ways to “succeed clean”:
“Learning how to be clean”
“Getting information about good choices and bad choices”
“How to be clean.”
“That real food is better than fake food (i.e. biosteel vs. steak)
“How you showed what to do to achieve a sport without using steroids.” “Learning about
different ways to be healthier”
A few mentioned learning about the issue of nutritional supplements and protein supplements:
“”I learned that some supplements contain dangerous drugs.”
“I liked the protein powder talk.”
“Learning what is in supplements.”
2. The Presenters (128 comments)
The second most common theme from respondents are comments related to the Succeed Clean
presenters. Respondents appreciated the energy, clarity, enthusiasm, knowledge and humour of the
student athlete presenters and Kitchener Ranger presenters. A few respondents mentioned Ali by
name, in particular, as the best part of the presentation.
“The people: sense of humour, tone and volume of voice and their knowledge.”
“Energetic speakers”
19
“There was lots of energy and they were happy. They didn’t act sloppy or boring.”
“The people kept my interest.”
“I liked how they explained everything.”
“Enthusiastic and mostly knowledgeable.”
“The presenters knew what they were talking about.”
“Good attitude of the presenters.”
“Good presenters, good speaking skills.”
“I could hear everything because they all spoke clear.”
“How clearly explained it was.”
“They were confident in themselves. I really liked it.”
“Even though it was a serious topic, they were funny.”
“They made us laugh.”
A number of respondents noted that they liked that the presenters were young athletes who could
speak personally about the issues. They described the presenters as “relatable” and likeable:
“Athletes made it real, down to earth, and fun.”
“Real athletes from real colleges.”
“Having people to relate to.”
“It was easy to relate to young athletes.”
“How people who have seen this first hand were talking to us about risks.”
“Having young athletes deliver the presentation.”
“How it was younger people presenting and they made it interesting.”
“How real student athletes talked to us honestly.”
“How they interacted and included us in their presentation.”
“It's easy to relate to the presenters. They're funny and seem easy to talk to.”
“The people were young easy to relate slightly funny.”
“Our presenters were cool.
3. Hearing Personal Stories and Perspectives
(89 comments)
A third theme was an appreciation of the use of personal stories during the presentation. These
comments were mostly general comments about the use of stories, or how the presenters shared
their personal stories. In some cases respondents may be referring to the video with the personal story
of Eric, however the comments in this section did not specifically mention the video per se (as the
next theme does).
“The stories.”
“The stories of people.”
“The personal stories of the athletes.”
“The stories about how it has affected them.”
“They talked about personal experiences.”
“The stories about other people’s experiences.”
“The stories about the people and how steroids affect your life.”
20
“The stories of athletes makes us see that it was a bad thing to do and they realized that
they did a bad thing.”
4. The Video (76 comments)
Seventy-six of the respondents said that they thought the video of Eric sharing his personal story of
admitting to using steroids as a university football player was the best part of the presentation.
“The video.”
“Eric’s story.”
The video was interesting.”
“The example of Eric to help us better understand.”
“The video because it was nice to hear what a APEDs user has to say about those drugs.”
5. Engaging aspects of the presentation
(23 comments)
Twenty-three respondents noted that the presentation was engaging and provided examples such
as the measuring of the biceps, interactive components, the humour and “relatability” of the overall
presentation.
“I liked the mind games.”
“It was interactive, informative, and interesting”
“It was chill. You could relate to it.”
“It was fun to listen to, they had my attention.”
“it was very inspirational and kept audience engaged.”
“Making it funny but still have good facts and help.”
“Humorous and entertaining yet influential.”
“Measuring biceps.”
“Measuring the guy’s biceps.”
“When they talked about who has the biggest muscle.”
“Bicep measuring was off the hook.”
“The animated dialogue.”
“There were discussions including the audience.”
“How it switched from students, and not talking on one topic for ever.”
“The participation with the audience.”
“The power of it.”
“The realness of it.”
And finally, in response to what they liked best, 19 respondents said “everything” or “all of it”, 18 said
they liked the visuals facts and/or pictures in the PowerPoint presentation, and 3 respondents said
they liked “nothing” best about the presentation.
21
2. What did you like least about the presentation?
Of the 616 respondents to the post surveys, there were 378 comments describing what was liked least
about the presentation, with 7 main themes emerging from these comments including:
1.
2.
3.
4.
5.
6.
Nothing (I liked everything) (163 comments)
Specific Aspects of Presentation (93 comments)
Length (65 comments)
The Video (25 comments)
Difficult or troubling information to hear/see (24)
I don’t know (8 comments)
1. Nothing (I liked everything) (163 comments)
The most common comment from respondents about what they liked least about the presentation
were that they could not think of anything they disliked because they generally liked the
presentation. Some examples of these responses:
“Nothing”
“Everything was good”
“For the most part everything was interesting”
“Good job with presentation”
“I didn’t dislike anything”
“I don’t know I loved it”
“I enjoyed all aspects”
“I liked everything, well done”
“I thought it was great overall”
“No complaints very thorough for allotted time”
“No problem”
“Nothing it was excellent”
“Nothing it was good”
“Nothing, you rock”
“Nothing, It was well explained”
“Overall it was a good presentation; there wasn’t anything that I didn't like”
2. Specific Aspects of Presentation (93 comments)
Some respondents (93) listed a number of specific aspects of the presentation that they liked least
such as: lack of depth of the information and stories, issues with the presenters, lack of interactivity,
too many facts, the visuals, disorganization, interference with gym period, the surveys, the
supplements section and audio issues. Examples of these responses:
22
Describe concepts and stories in more depth/more information (16 comments)
“lack of statistics”(5)
“they didn’t go in depth with the other stories”
“they should describe the information more in depth”
“could use more info”
“more basic stuff, as opposed to biological”
“More info on other drugs as well”
“not much info about side effects of steroids (several points)”
“small inaccuracies: body building = not a sport -> that's untrue. Felt like review from grade
7-8 anti-drug programs”
“more experiences from athletes”
“I still don't know if nutritional supplements will improve your performance”
“could've brought in someone who knew more about the actual biochemistry”
Issues with the Presenters (14 comments)
“named specific presenter” (3)
“the presenters weren’t enthusiastic” (3)
“presentation skills” (2)
“the presenters”
“at times the apparent lack of knowledge of subjects”
“hard to pay attention to, lack of presentation skills”
“how they didn't share up the screens, I mean they each talked for too long”
“they could of explained more”
Lack of Interactivity (12 comments)
“all the talking”
“No audience participation”
“didn't get us involved, the audience much”
“I did not like how they just kept talking, they maybe could have given examples using”
volunteers
“I wish there were more activities”
“not very audience engaging”
“talking a lot”
“was just talking and listening"
Too many facts (9 comments)
“too many facts”
“a lot of facts become confusing after a while”
“I was mostly confused”
“It was a lot to take in and was kind of a jumble of different topics/aspects”
“there was a bit too much information but still it was good”
The Visuals (7 comments)
“The PowerPoint”
“more pictures”
“more pictures/videos”
23
“no cool videos”
“not enough pictures to show what happens”
“not enough videos”
“hard to see PowerPoint”
Disorganization (6 comments)
“disorganized”
“a little unorganized[sic], but new so it was okay”
“it was slightly disjointed. He jumped around a lot”
“organization/clarity”
“didn't make the message clear. Stated the obvious”
Interfering with Gym/Game period (5 comments)
“It took my only game period”
Doing the surveys (5 comments)
“Too many surveys too long”
Supplements Section (4 comments)
“The supplements section”
““Cussing out all supplements, some of them do work”
Audio Issues (4 comments)
“I didn’t hear everything he said”
“at some point I couldn't hear the speaker(s)”
Other issues
“female body builders”
“I know some of the information that they already shared”
“knowing about the blood doping”
“learning how many people take steroids”
“learning it's a bad thing”
“listening to students questions”
“Not longer”
“Talking about things I already knew”
“The intro”
“There was no info about how to say No”
“They talked about male more than female”
“Too short”
“Went really fast.”
“Topic”
“Was very biased, should've shown both sides.”
“Why were the pharmacists here?”
24
3. Length (65 comments)
Some respondents found that the presentation was too long, that it lagged in parts, there was
unnecessary repetition and was boring at times. Examples of these responses:
“A bit lengthy”
“A bit long”
“A little dull”
“A little repetitive”
“A little slow”
“Boring”
“Boring during some parts”
“Dragged on a little”
“Dragged out points, too much writing”
“Having to sit down for an hour”
“How long it was”
“How my legs got cramped from sitting too long”
“Sitting for 76 minutes”
“Sitting on the floor”
“My legs getting a cramp and numb”
“I had to sit long”
“It was all the same”
“It wasn’t interesting”
“Long slides”
“Most parts were repeated”
“Not really interesting, could have made it more fun”
“Repeated information”
“Some topics were a bit dry”
“The supplements were boring”
4. The Video (25 comments)
Some respondents did not like the video or did not like specific aspects of the video. Examples of
these responses:
“The video”
“Background music was too cheery for interview”
“The video had transitions that looked like from the show Intervention”
“Use better examples, Erick only used for 3 weeks. Where's the long term users”
experience/opinion?”
“Long video” (4)
“Videos lagged on a little”
“Bad sound” (3)
25
“Video hard to understand”
“Video portion was incomprehensible, likely due to poor in- school speakers”
5. Difficult or troubling information to see/hear (24 comments)
Some respondents listed the troubling stories or images as the part of the presentation they liked
least, such as:
“Eric and Taylor’s stories”
“The sad ex-football player”
“Hearing about Taylor Hooton because he died”
“Hear about the people who lost everything”
“Hearing about what steroids do”
“Hearing sad stories or seeing disturbing images”
“Hearing the sad stories”
“How many people do illegal substances?”
“How people have passed away using the drug”
“Seeing the female body builder”
“Shrinking testicles”
“Side effects”
“That if you're too young and you take them you can face heart attacks”
“That part that some people here used steroids”
“The creepy pics”
“The pictures, a little disturbing”
“The stories about people failing their goals”
And finally, there were 8 respondents that indicated that they did not know what part they liked
least.
3. What did you learn from the presentation?
Of the 616 respondents to the post surveys, there were 537 comments describing what respondents
learned from the presentation, with 7 main themes emerging from these comments including:
1.
2.
3.
4.
5.
6.
7.
26
Side Effects, Risks and Dangers (167 comments)
Avoid APEDs, “Don’t do drugs” message (162 comments)
Facts and information about APEDs (82 comments)
Information about Supplements (65 comments)
To Succeed Clean (38)
Making Choices (17 comments)
Nothing (6 comments)
1. Side Effects, Risks and Dangers (167 comments)
The most common comment from respondents about what they learned was that steroids and other
APEDS pose risks to their physical health and quality of life and can result in potentially dangerous
side effects. Some examples of these comments include:
General Riskiness/dangerousness
“A lot about the effects”
“A lot about the side effects of steroids and supplements”
“A lot of different side effects of taking APEDS”
“About dangers of APEDS”
“About steroids and the effects”
“All the effects of APEDS”
“All the risk of taking steroids”
“Anyone can take steroids and there are lots of risks to using these drugs”
“Dangers and effects of steroids”
“Drugs have bad side effects”
“Drugs kill you and are bad”
“How bad steroids are and what supplements do”
“How dangerous steroids can be”
“I learned that steroids are really bad and there is lots of risk”
“I learned what supplements were and the effects of steroids good and bad”
“Informative. More about how APEDs affect people”
“More about how APEDs affect females and males separately”
“More negative effects of the use of drugs”
“Side effects and threats within doing it”
“Side effects of APEDS”
“Side effects of steroids and supplements”
“Side effects of steroids and supplements. Repercussions of taking steroids”
“Side effects, tight restrictions on medications”
“Some effects of steroids and others drugs”
“Steroids can really hurt you”
“Steroids cause multiple side effects none of them good”
“The effects on both male and females”
“That steroids and APEDs are very harmful and have major side effects”
“Those steroids are a big deal and if you take them you will face serious consequences”
Physical Effects
“Drugs is bad for your health”
“Effects appearance outcome”
“How all the drugs affect your body so much?”
“How steroids affect your body”
27
“Steroids basically make you ugly”
“Steroids can affect your body”
“Steroids cause feminization by causing an estrogen surplus once the body quits making
testosterone”
“Steroids give men breasts”
“Steroids will make you manly”
“The more cycles you do, the worse the effects”
Emotional Effects
“How steroids mentally affect you”
“Steroids can cause major depression”
Broader impacts on your life
“That taking steroids is bad for the body and mind, and you are bound to get caught if you
play sports”
“Actions have consequences”
“Doing steroids can change your life”
“Drugs affect everyone not just you”
“To not take steroids because of the multiple consequences”
“That using performance drugs are bad for you and other people”
“Those drugs can ruin your life and your friendships with others”
“That it's not worth ruining your career to look good”
“That just one little mistake not only affects you but affects a lot of other people”
“Everyone is affected by steroids”
“Steroids can ruin your life and your career”
“Steroids can ruin your life and your goals and have many side effects -> even if you take
them a couple times”
“Steroids can ruin your mind, body and life”
“Steroids affect everyone”
“Steroids make you pay in the future”
“Steroids will affect everyone around you”
“Taking "roids" changes your life”
“Taking APEDS, are bad and can ruin your life”
“How these drugs can really affect your life”
“Steroids can affect people you care about”
“Social effects of performance enhancing drugs
“Steroids and enhancing drugs have many bad effects on your body and life”
“Steroids and supplements can ruin your life”
“Steroids are bad and ruin lives”
“Steroids are something that can change your life forever”
“Steroids are very harmful in all aspects of life”
“Never do drugs, it can ruin your future”
“Many risk others than physical”
“Should never do steroids, because it might end everything”
28
2. Avoid APEDs, “Don’t do drugs” message (162 comments)
Many respondents said that the message they learned is that they should not do drugs and that
APEDs are “bad”. Some examples:
"It’s not worth it"
“About what to look for and what not to do”
“APEDS are bad”
“APEDS are wrong”
“I learned to not take drugs that are bad for my health”
“Don’t APEDS for big biceps”
“Don’t cheat and don’t take steroids”
“Don’t do drugs”
“Don’t do drugs it will mess up your life”
“Don’t do drugs kids”
“Don’t do performance enhancing drugs”
“Don’t do steroids”
“Don’t do steroids & roids are not just for athletes”
“Don’t do steroids it’s not worth it”
“Don’t do steroids. They affect everyone around us”
“Don’t harm your body”
“Don’t take APEDS”
“Don’t take APEDS it's not worth it”
“Don’t take drugs”
“Drugs are bad”
“Drugs are bad and to take the clean path”
“Drugs are bad for you”
“Drugs aren't worth the trouble”
“How bad steroids are”
“I learned that steroids should only be taken if your doctor gives it to you”
“Never do steroids”
“Never to take APEDs for anything”
“Never use any kind of drugs”
“Not to take illegal substances and work for it”
“Not to take performance enhancing drugs”
“Not to take some supplements”
“Why you should not use supplements”
“Sports drugs are bad for you”
“Stay away from APEDS”
“Steroids are bad”
“Steroids are just not worth it”
“Steroids are never necessary”
“Steroids are not a natural way to gain muscle. It won’t help you in the future”
“Steroids are not worth it”
29
“That I shouldn't use drugs”
“Those steroids are not good to use and about other supplements that are bad too”
“Those steroids are worse than I thought”
“Those steroids can be very bad”
“That you should choose not to use drugs to enhance your athletic ability”
“There’s no point in taking APEDS”
“To continue not doing drugs”
3. Facts and information about APEDs (82 comments)
Some respondents noted that they learned general information about APEDS including facts about
aspects of their usage. Some examples:
“A lot about steroids”
“A lot about steroids and supplements”
“A lot everything”
“A lot! Didn't really know a lot about steroids, especially in supplements”
“About APEDS”
“About steroids”
“About that you can put lots of bad things in your body”
“All about steroids”
“All about steroids, supplement use”
“APEDS, all the different forms”
“All things in the presentation”
“Better understanding of steroids and the steroids scandal at UW”
“Drug facts”
“Everything about steroids”
“Facts about steroids”
“Got some information”
“How common steroids really are”
“How many athletes use APEDS to make their muscles bigger or them taller”
“How not only the typical people do them”
“I learned a lot about steroids and performance enhancing drugs”
“Info on steroids”
“More about steroids”
“More about supplements and steroids”
“More than I knew about steroids”
“New things about steroids”
“People use steroids for non-athletes”
“Pros/cons of drug use”
“Some steroids are illegal”
“Specific groups using APEDS that I would not have guessed”
“Specifics of APEDs, examples, testing procedures, societal borders/effects, specific laws
regarding APEDs - distribution etc.”
“Steroids are very common”
30
“Steroids facts”
“That I didn't even know where steroids were from”
“That many girls take steroids too”
“The people who takes APEDS!”
“The truth about steroids and everything that happens with them”
“There are a lot of more steroids”
“APEDS are found anywhere”
“What APEDs are”
“What blood doping was?”
“What steroids are and what they're made up of”
“Where steroids come from”
“Blood doping techniques, not to trust online advertisements”
“Drugs aren't just in pill or needle form”
“Cheerleaders use steroids”
“Cheerleading did steroids often surprising”
A number of respondents noted that they learned about nutritional supplements, including the
possible risks associated with using them from the presentation, for example:
“Banned store shelf products”
“Many negative side effects of supplements”
“Check out all supplements before using them”
“Always look into what you’re taking”
“Different supplements and examples”
“Even supplements like vitamins can’t always be safe etc.”
“How bad steroids are and what supplements do”
“How dangerous store bought supplements can be”
“How even seemingly harmless supplements can be dangerous”
“I learned about the use of supplements and how it can affect you in bad ways, also how it
affects other “people around you”
“I learned more about supplements and steroids then earlier in my life”
“Risks with supplements”
“Side effects of supplements and how they affect everyone around you - not just yourself”
“I learned what supplements were and the effects of steroids good and bad”
“Identify and avoiding a drug isn't easy as it sounds”
“Info on supplements”
“Know what’s in your product”
“Lack of rules around supplements”
“Little bit about supplements”
“Many supplements are tainted”
“More about supplements”
“Not all protein supplements are what they seem”
“Not all proteins are good for you”
“Not to trust what’s in protein powders and supplements”
31
“Protein powder is bad for you”
“Protein powder is pointless”
“Protein powders can be just as dangerous as APEDs. The dangers of taking APEDs and
other supplements”
“Protein shakes suck”
“Some foods aren’t what they claim to be”
“Supplements aren't regulated”
“Supplements can be bad/harmful”
“Supplements can be dangerous”
“Supplements can be tainted”
“Supplements include vitamins, minerals”
“Supplements may contain steroids”
“Supplements risks, steroids risks”
“Supplements such as protein can be harmful”
“The effect/lack of effect of supplements”
“That not all product are labelled properly”
“That nutrient supplements may not be what they say they are”
“That protein drinks can be bad”
“That protein powder is a steroid”
“That vitamins are considered supplements”
“The supplements secrets”
“You’re responsible for what you put into your body. Be aware of vitamins and protein
powders”
“There are a lot of unregulated substances in supplements”
“There are supplements in stores that are banned”
“To be conscious of what supplements go in my body”
“To make conscious decisions before taking supplements and it's not worth it”
“Was is classified as a steroid/supplement”
“I didn't know what APEDS”
“Largest bicep size for guys and girls”
“Lots of people do steroids”
“People try to get you to take garbage”
“Abuse stories: Eric story”
“Better understanding of steroids and the steroids scandal at UW”
Caffeine and Energy drinks (5 comments)
“Other than stories there are more APEDS”
“5 hour energy is bad”
“That when you take energy drinks you end up crashing”
“When you have caffeine it will give you energy for a few hours until you crash”
Succeed Clean (38 comments)
Some respondents said that they leaned about healthy and natural ways to improve performance
through the presentation – how to succeed clean.
32
“A healthy diet is better than supplements and energy drinks”
“A lot of ways to replace steroids”
“Better alternatives for after workout recovery”
“Better choices than APEDs”
“Eat healthy”
“Eating pasta will help with energy”
“How much protein we need and what happens if you have too much”
“How steroids affect your daily life and better ways to make you stronger”
“I learned that you can succeed without taking drugs”
“Biceps records stay clean”
“If I do something and I get tired just eat fruit”
“Natural proteins are better for you; the side effects are dangerous to steroids”
“No matter what there is always a better alternative than taking APEDS”
“Other ways to be healthy”
“Put good food, not supplements in your body”
“Sleep helps energy”
“Succeed clean”
“That extra protein doesn't increase muscle mass”
“That maintaining a healthy life style can be achieved easily by making the right choices”
“Those steroids are very unhealthy for you and there are many other healthier ways to build
your body”
“That you don’t need performance enhancing drugs to make you better”
“The grams to body mass protein”
“There are other natural ways to be fit”
“There are others ways to get energy”
“To eat and be healthy, don't cheat and choose the right path”
“To look at the ingredients to see what is going into your body first”
“To be more cautious of what I put in my body”
“Understanding what I put in my body”
“Watch what you eat”
“You are responsible for what you eat. A healthy diet is the best thing for you.”
“You can reach your full potential, drug free”
“You can succeed without drugs”
“You can succeed without drugs (steroids)”
“You can succeed without using drugs”
“You should try the healthy way not using drugs”
A few respondents said that a message they learned was that there is a choice that they have and
that steroids and APEDs are not worth it:
“Choice and responsibilities”
“Be careful what you put in your body”
“Be care when deal with your body”
33
“I am in charge of my body and altering it using substances is never worth the
consequences”
“If you want to achieve something do it without taking the easy way out”
“It is not worth ruining your life by using performance enhancing drugs”
“It’s better to take the hard, but right route, than the easy and wrong one”
“It’s just not worth to put yourself through torture just to look stronger”
“It’s just not worth it”
“It’s not worth it using steroids and drugs”
“It’s not worth it to do steroids”
“It’s your choice”
“It’s your choice but it’s better to choose the clean path”
“Learning that it’s our choice”
“Make sure I know what I am putting into my body”
“My choice”
“HGH is not worth it”
And finally, 6 respondents said that they did not learn anything from the presentation.
4. What do you think you will remember about the presentation?
Of the 616 respondents to the post surveys, there were 488 comments describing what respondents
thought that they will remember about the presentation, with 9 main themes emerging from these
comments including:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Avoid APEDs, “Don’t do drugs” message (128 comments)
Side Effects, Risks and Dangers (121 comments)
The Stories (65 comments)
Facts and information about APEDs (41 comments)
Everything/the Presentation (30 comments)
Other (17 comments)
1. Avoid APEDs, “Don’t do drugs” message (128 comments)
The most common comment from respondents about what they think they will remember from the
presentation is the message to “don’t take APEDs”. Some examples:
“A lot of things and to never do steroids”
34
“APEDs are bad”
“APEDS = 0”
“Do not do steroids”
“Do not take drugs”
“Do what I do (not take drugs)”
“Don’t do APEDS”
“Don’t do drugs”
“Don’t do it”
“Don’t do performance enhancing drugs”
“Don’t do steroids”
“Don’t take anything like that to make you better in anyway”
“Don’t take drugs, you can make it clean”
“Don’t take performance drugs”
“Don’t take performance enhancing drugs”
“Don’t take steroids”
“Don’t use APEDS”
“Don’t take steroids”
“Don’t use performance enhancing drugs”
“Drugs are bad”
“Drugs aren't worth the trouble”
“Drugs is not good, is bad”
“How steroids should be taken at all”
“I won’t take steroids”
“It’s not worth it to take steroids”
“Just how bad it really is to use steroids”
“Never do steroids”
“Never do steroids and always read labels”
“Never take drugs”
“Never take steroids”
“Never to think to use steroids”
“Never to use them”
“Never use steroids”
“Never, ever take steroids or anything to enhance my physical appearance/abilities”
“Not to cheat”
“Not to cheat and work hard for what I want”
“Not to take APEDS”
“Not to take steroids”
“Not to take steroids anymore”
“Not to use performance enhancing drugs”
“Not to use steroids”
“Steroids are bad”
“Steroids are wrong”
“That no one should take drugs also that it's bad to take steroids”
“To not do steroids”
“To stay drugs free”
35
2. Side Effects, Risks and Dangers (121 comments)
Many respondents said they will remember the side effects and dangers of APEDs including the
physical, emotional effects and the impacts on other family/friends and on future opportunities.
Some examples:
General side effects and risks
“Side effects”
“Side effects and consequences”
“Side effects APEDS”
“Side effects for steroids”
“Side effects that happen”
“All the bad things that could happen”
“All the side effects to performance enhancing drugs”
“An example of what happens when you take drugs”
“Danger is everywhere”
“How badly steroids affect you”
“Most of the side effects, reasons and what happen when people do it”
“Side effects, what will come with APEDs, the stress/depression, risks?’
“Steroid dangers”
“Steroids and supplements can ruin your life”
“Steroids can harm you”
“The risk and side effects”
“The risks”
“The side effects and the repercussions that can occur when taking steroids”
“The consequences of abusing drugs”
Physical effects
“Shrinking testicles” (5)
“Physical effect of steroids”
“Drugs can kill”
“The side effects of steroids and supplements, bad things for your body”
“The side effects of taking steroids for girls”
“That you should never take steroids because they can kill you”
“The effects of steroids on the body”
“Women grow facial hair when on the illegal substance of steroids”
“What will happen to you if you take steroids?”
“How people died from steroids”
Emotional effects
“I will remember roid rage”
“The emotional toll steroids can have on you”
Impacts on others:
“Never to use drugs because it will affect others as well as me”
“Drugs influence everyone, not just you”
36
“How using steroids effects everyone”
“How using steroids effects everyone”
“I will remember all the side effects and how negative it can make your life”
“Impact from others”
“How it could affect my family and the people around me. Where they come from”
“The effects on family/teammates”
“The effects on people around users”
“Steroids affect others not just yourself”
“Taking steroids effects more than just you”
Impact on future and life:
“How drug use/steroids could affect my life/future”
“The effects and consequences of steroids that happened to Eric”
“The effects and consequences that occurred when Eric did steroids”
“That steroids change lives for the worse and unforgettable”
“The punishment of APEDS when in sports”
“Ruins career”
“To remember how drugs can affect your career”
“That steroids ruin your future opportunities”
3.
The Stories (65 comments)
A number of respondents said that they will remember the stories shared during the presentation,
including Eric, Taylor Hooten and the athletes.
Eric’s story
“Eric’s story” (6)
“The video” (7)
“The video about the waterloo football player”
“The video and personal stories”
“The video from UW”
“The video of how drugs impacted an athlete’s life”
“The video on the football guy”
“The video story of the football player”
“The Waterloo student story”
“The waterloo students who made the wrong decision”
“The story about the football player”
“The story about the waterloo football team”
“The football player f'd up”
“The football players from U of W that got caught using steroids, and it ruined his career”
“The guy who ended his football career”
“The guy who was bold who admitted to steroids use”
“The interview”
“The man that suffered and had to tell his family he did drugs”
“I will remember the personal stories they told and the video we saw”
37
“Waterloo football story”
“What happened to the Eric Guy?”
Taylor’s Stories
“Taylor Hooton” (4)
“Someone committed suicide due to depression from steroids”
“Guy who committed suicide”
The Stories
“The athletes stories” (5)
“The humor and stories”
“The individuals used to explain good and bad paths”
“Everything the stories were good”
“The stories told and real life consequences”
“Remembering all the things that the former drug users said about saying they feel better
after the steroid” “intake”
“Personal stories”
“The cheerleading stories, they are so true. My six year old sister wears half tops. She's six”
“The message behind the stories; not worth it”
“The people who have suffered because of their use”
“The people’s experiences”
“The physical effects they have on women”
“Those people’s stories”
4. Facts and information about APEDs (41 comments)
Some participants said that they will remember the facts and information about APEDs. Examples
include:
“The Facts”
“All important facts”
“All the facts”
“All the info on doping”
“Facts”
“Facts about APEDS”
“Info on steroids”
“Info on steroids and scandal”
“Statistics”
“Stuff about steroids”
“The facts”
“The information”
“The lesson”
Cheerleader usage
“Cheerleaders use steroids”
“Cheerleader takes the most”
38
“Cheerleaders are the #1 users of aped”
Facts about Protein and Supplements
“G of protein needed for a body size”
“You pee protein”
“That extra protein doesn't increase muscle mass”
“Hidden APEDs in supplements; should check. Also, the guilt and pressure behind APEDs”
“Amount of protein”
Miscellaneous Facts
“All of the personal connections and how prevalent the use of APEDs is in people you may
not consider”
“How steroids are made and what I can trust VS. what I can’t”
“I will remember the facts that females have been using steroids more than usual”
“Lots of people do steroids”
“Who uses APEDS the most”?
“People use steroids for non-athletes”
“Some of the quotes”
“That they put oil in the needles as a fluid mixed with steroids”
“The disturbing female pictures, side effects disgusting”
“You can take it in any form”
“The pictures”
“There are several steroids”
5. Making Choices (34 comments)
Thirty-six respondents said that they will remember the message that they have a choice to make
when it comes to APEDs and to think about making the “right choice”:
“My choices affect others”
“Use common sense”
“Be careful about I put in my body”
“Be careful of what I am taking”
“Don’t let the thing cannot do get in the way of what you can”
“Don’t let what you cannot do interfere with what you can”
“Don’t try to be someone you’re not”
“How your choices affects others”
“It’s my choice”
“It’s your choice”
“It’s your choice; know what you are putting in your body”
“Make my own choices, make the right choices, what you do now will affect your future”
“Make sure you watch what you are putting into your body”
“Make the right choice”
“Making a decision”
“Not to make a choice that will change my goals in the future”
“That I have the choice and steroids are bad”
39
“That it's better to take the clean path and to really think about my decisions”
“That makes decisions carefully”
“That thinks before talking something”
“You are in charge of what you put in your body”
“Think about consequences”
“Think first”
“Think twice before you use drugs”
“To always do my research beforehand”
“To make good choices”
“To make good choices and set great goals”
“To think differently about what I ingest”
“You are responsible for what you put in your body”
7.
Similar to the “choices” message, 30 respondents said that they will remember to take the clean
path, make healthy/natural choices to improve performance, and success clean. Examples:
“Choose the right path”
“Choosing the right path helps in the long run”
“How to calculate how much protein I need”
“If you really want look better, work”
“Natural way is always better”
“Never to take steroids and do things the healthy way”
“To pick a clean path. It's not worth it”
“Nutrition and keep the hard effort”
“Set a personal goal”
“Stay clean”
“You can get enough protein without using extra supplements”
“Take the clean path”
“Take the right path”
“That be happy with who you are and set obtainable goals”
“You can live your life without steroids”
“To be healthier in life”
“To be healthy”
“To choose the clean path”
“To continue my drugs and supplement free lifestyle”
“To get protein naturally from diet”
“To have a healthy diet instead of taking supplements”
“To make and choose the clean path”
“You can achieve your goals if you cleanly try to”
“To remember to succeed clean”
“You can achieve your goal if you try and put all your time into your favourite sport. *you will
be rewarded*”
“To take the clean path”
40
8. Everything/the Presentation (30 comments)
Thirty respondents said they think they will remember “everything about the presentation:
“Everything”
“Everything about APED”
“Everything that I learned”
“Everything that is important”
“Everything they presented to me”
“All of it”
“Almost everything”
“I will remember all of it”
“Most of it I think”
“Mostly everything”
“The presentation”
9.
Twenty-three respondents said they will remember information they learned about supplements,
including the risks and facts:
“Always check a product before using it”
“How bad supplements can be, how you have to have an awareness of what you're
putting in your body”
“How dangerous store bought supplements are”
“How protein powders don't do much”
“Information about supplements”
“Lack of rules around supplements”
“Risk of supplements use”
“Risk with supplements”
“Some supplement is not good for you”
“Supplement facts”
“Supplement use and steroids”
“Supplements are bad”
“Supplements of any source are dangerous to your health”
“The dangers of supplements and how they can be spiked”
“That you have to read ingredients more”
“The banned substances in medicine”
“You don't really know what is in the products”
“Things are not always what they seem”
“To avoid protein powder”
“To be careful what I put in my body”
“To think twice about buying protein”
“Watch out for bad substances”
“What happens when you use supplements?”
10.
41
Other (17 comments)
Other issues respondents say they will remember include:
“Nothing” (2)
“Measuring biceps” (8)
“Another anti- "X" program in school”
“Armstrong”
“How bad energy drinks are”
“Advocacy for "succeeding clean" - resources in Canada, community outreach resources,
personal” “observations from presenters”
“13 deaths by 5 hour energy”
“How simple TV ads affect our choices”
“I already know most of the facts”
42
Conclusions from the Qualitative Responses

Students shared many examples of what they learned and they indicated that the information
learned was the best part of the presentation

Students appreciated the humour and enthusiasm of the presenters

Students liked hearing the personal stories of the presenters, Eric and Taylor

Many students indicated that there were no aspects of the presentation that they did not like
Aspects of the presentation that students liked least include:

Presentation too long, wanted more detailed information, issues with presenters and lack of
interactivity
Students indicated that they learned about:

the risks, facts and side effects and the message to avoid taking APEDs, and the facts and
risks of nutritional supplements

Students learned that the side effects of steroids go beyond the physical to include the impact
on relationships, their future and emotional impacts

Some students said they learned ways that they can "succeed clean" through improving their
appearance and performance in healthier ways
Students said they will remember:

the message to not take APEDs, the side effects, the stories shared in the presentations, the
importance of making healthy choices and succeeding clean, and information about
supplements
Based on the qualitative responses, students clearly enjoyed the presentations and seemed to have
learned the main messages of the presentation.
If there were areas for improvement (other than mentioned above) for the group to consider, it may
be to increase the healthy ways to succeed clean aspects of the presentation as the “don’t do
drugs because they are dangerous” message seemed to have overshadowed (though not
completely) the ways they can succeed clean.
43
Overall Conclusions
Overall, based on the findings of this study, the Succeed Clean presentations achieved its goals. Most
students were engaged in the presentation materials through the presenters, the presentation itself
and the stories shared. Students learned the main messages of the risks of APEDs as well as ways to
meet their performance and appearance goals through succeeding clean. The study also provides
some information for improving future presentations.
44
Appendix 1. Parent Consent Form
WILFRID LAURIER UNIVERSITY
INFORMED CONSENT Letter
Appearance & Performance Enhancing Drugs Education Study
Principal Investigator: Dr. Ginette Lafreniere, Lyle S Hallman Faculty of Social Work
Dear Parent/Guardian:
This information letter and consent form is to inform you about an upcoming presentation at your child’s school and ask
for your consent to his/her participation in a research study associated with the presentation.
On __date _______, a student athlete will deliver a presentation at your child’s school about Appearance and
Performance Enhancing Drugs. The presentation will provide accurate health and social information about the risks and
realities of Appearance and Performance Enhancing Drugs such as anabolic steroids. The purpose of the program is to
educate young people to help them to make healthy choices and reach their potential without appearance and
performance enhancing drugs.
Who is involved in this presentation?
This presentation is offered as part of a unique pilot project developed by the following organizations:







Canadian Centre for Ethics in Sport
University of Waterloo, Athletics and Recreation
Wilfrid Laurier University, Department of Athletics and Recreation
Waterloo Region Police Services
Kitchener Rangers Hockey Club
Lyle S Hallman Faculty of Social Work, Wilfrid Laurier University
The project is funded by a grant from the Ontario Trillium Foundation
The Research Study
As a part of this project, we would like to ask your permission to invite your child to participate in a research study to
look at the effectiveness of the presentation.
The study will involve completing short surveys before and after the presentation. The purpose of the study is to better
understand students’ experience and knowledge about appearance and performance enhancing drugs. The study will
assess how well the presentation engaged students in understanding the risks associated with these drugs and
nutritional supplements, as well as the healthy choices that are available to them.
The students will be asked to complete a 5-10 minute survey before the presentation and another 5-10 minute survey
after the presentation. The information from these surveys will be used to improve future presentations and inform
potential educational projects across Canada.
RISKS
It is possible that completing the surveys and listening to the presentation may cause your child to have troubling
feelings or realize that they may need help for drug use or other health concerns. The students are being given
encouragement to talk to trusted adults such as parents, and will be provided with contact information for options of
where they can get more information and help if needed.
45
BENEFITS
We believe that knowledge about these issues is necessary to prevent future substance abuse and to encourage
students to make healthy choices to meet their goals. The benefits of participating in the study is that student
participants will help us to make future presentations better and help to inform future educational projects.
CONFIDENTIALITY
The surveys your child will be asked to complete are confidential and anonymous. You child will not put their name on
the surveys. All surveys will be kept in a locked area at Wilfrid Laurier University and destroyed within 3 years of this
project’s completion. Only Dr. Lafreniere and her research assistant will have access to the surveys. No identifying
information is collected from your child, so there will be no way to identify your child. The presentation will be offered
to over 1000 students in Waterloo Region. Your child’s responses will be grouped and reported with the rest of the
student surveys.
The results of this research will be reported to project partner organizations (listed above) and with other organizations
and individuals interested in educating youth about the risks of appearance and performance enhancing drugs. It is
possible that in future publications quotes from your child may be used. For example, one survey question asks students
what they liked best about the presentation. Quotes that may contain identifying information (which is unlikely) will not
be used or changed to hide their identity.
VOLUNTARY PARTICIPATION
Your child’s participation in this study is voluntary and if your child is under 16, requires your written consent. Even with
your consent, your child may decline to participate without penalty. If your child decides to participate, they may
choose to not complete some or all of the survey questions, without penalty. All students can participate in the
presentation and can choose whether or not to complete surveys.
FEEDBACK AND PUBLICATION
The results of this study will be shared in reports, presentations, and journal articles to inform future educational and
awareness raising programs. If you are interested in learning more about the results of this study, summaries will be
made available on the Canadian Centre for Ethics in Sport website (www.cces.ca) upon completion of the project in
2014.
CONTACT
If you have questions at any time about the study or the procedures, or if your child experiences negative effects as a
result of participating in this study, you may contact the researcher, Dr. Ginette Lafreniere, at [email protected], and
519-884-0710, ext. 5237. This project has been reviewed and approved by the University Research Ethics Board. If you
feel you have not been treated according to the descriptions in this form, or your rights as a participant in research have
been violated during the course of this project, you may contact Dr. Robert Basso, Chair, University Research Ethics
Board, Wilfrid Laurier University, (519) 884-1970, extension 5225 or [email protected]
46
Parent/Guardian CONSENT
I have read and understand the above information. I have received a copy of this form. I agree that my child can be
asked to participate in this study.
Child’s name_________________________________________
Parent’s signature____________________________________ Date _________________
47
Appendix 2. Youth Consent Form
WILFRID LAURIER UNIVERSITY
INFORMATION LETTER: Appearance & Performance Enhancing Drugs Survey Study
Researcher: Dr. Ginette Lafrenière, Faculty of Social Work
Today you will participate in a presentation about Appearance and Performance Enhancing Drugs.
We are asking you to participate in a study to help the presenters know whether they are doing a good
job at sharing this information with you and to help them make the presentation better in the future. If
you agree to participate, you will be asked to answer some survey questions before and after the
presentation.
Before the presentation you will be given a short survey to complete, and after the presentation you will
be given another short survey to complete. Each survey will take you about 5-10 minutes to complete.
A few things you should know about the surveys:
It is your choice to fill in the survey. You can leave any or all questions blank. You can hand in a
blank survey if you choose.
You can still participate in the presentation if you choose to leave the survey blank.
Your answers are private. Do NOT put your name on the survey. Your survey will be grouped
together with the 1000+ other students who are participating in presentations, so we will not be able
to identify who you are. We will never share information that could possibly identify who you are.
The surveys will be kept in a locked room at Wilfrid Laurier University and destroyed within 3 years.
There is no right or wrong answer to the questions on the surveys. The survey asks you about
your opinions and experiences.
RISKS
It is possible that completing the surveys and listening to the presentation may make you have troubling
feelings or realize that you may need help for drug use or other health concerns. If this happens, please
talk to an adult that you trust and use the contact information for options for help that will be provided
at the end of the presentation.
HOW ARE WE USING THIS INFORMATION?
48
Your opinions and experiences are really important! We plan to use what you share to help make future
presentations better and help other communities across Canada to make similar presentations. We will
write reports using your responses and share them with the presenters, and people interested in making
similar presentations. We may also write reports for academic journals and conferences. Summaries
from this study will be available at the Canadian Centre for Ethics in Sport Website:
http://www.cces.ca.
DO YOU WANT TO CONTACT US?
If you have questions at any time about the surveys or the research procedures, or you feel bad as a
result of participating in this study, you may contact the researcher, Ginette Lafrenière, at
[email protected] , and 519-884-0719, extension 5237. This project has been reviewed and approved
by the University Research Ethics Board. If you feel you have not been treated according to the
descriptions in this form, or your rights as a participant in research have been violated during the course
of this project, you may contact Dr. Robert Basso, Chair, University Research Ethics Board, Wilfrid
Laurier University, (519) 884-1970, extension 5225 or [email protected]
By completing the survey and handing it in, you are agree that you understand what is written above and
that we can include your responses in our study.
49
Appendix 3. PreSurvey
Pre-Presentation Survey
Please answer these questions honestly. Filling this survey out is voluntary. This means you can choose to leave any or all of the
questions blank. If there is a question you do not understand, please leave it blank. Please do NOT put your name on the survey.
Thank you!
1) Your age: _____________
2) Your gender: ________________
3) a. Do you participate in athletics at school?
No
Yes
b. If yes, please describe the athletic group(s) you participate in at school:
____________________________________________________________________________
4) a. Do you participate in athletics outside of school?  No
Yes
b. If yes, please describe the athletic group(s) you participate in outside school:
____________________________________________________________________________
5) Have you ever taken any nutritional supplements to make you better at sport, to increase
muscle size or to improve how you look?
No
Yes
If yes, what do you take?______________________________________
6) Have you ever used or taken steroids or other performance enhancing drugs without a
doctor’s prescription in an attempt to make you better at sport, to increase muscle size or to
improve how you look?
No
Yes
If yes, what do you take/use?______________________________________
If yes, what was the reason(s)? Check all that apply:
Improve my athletic performance
Increase muscle size
Improve how I look
Other: _________________________
50
Please turn page over for more questions
7) On a scale from 1-10, rate how much you think nutritional supplements help athletic performance?
1
2
3
4
5
6
7
8
9
10










They do not
help
performance
at all

They help
performance
A LOT
I don’t
know
8) Do you think there are any risks to taking nutritional supplements?
No risks
Few risks
Some risks
Many risks




I don’t
know

9) On a scale from 1-10, how would you rate your knowledge of the side effects of steroids?
1
2
3
4
5
6
7
8
9
10










I know A LOT
about this
I don’t
know
ANYTHING
about this
10) Do you know of student(s) at your school that take steroids or other performance enhancing
drugs to help their athletic performance or improve how they look?
No
Yes, I know of one
Yes, I know of a few



Yes, I know of many

11) On a scale from 1-10, rate how willing you are to take a drug that would help you to improve how
you look:
1
2
3
4
5
6
7
8
9
10










I would
never be
willing
I am very
willing
12) Do you know of healthy ways to improve your athletic performance or improve how you look?
51
No


Yes, I know of many ways

Appendix 4. Post Survey
Post-Presentation Survey
Please answer these questions honestly. Filling this survey out is voluntary. This means you can choose to leave any or all of the
questions blank. If there is a question you do not understand, please leave it blank. Please do NOT put your name on the survey.
Thank you!
7) Your age: _____________
8) Your gender: ________________
9) a. Do you participate in athletics at school?
No
Yes
b. If yes, please describe the athletic group(s) you participate in at school:
____________________________________________________________________________
10) a. Do you participate in athletics outside of school?  No
Yes
b. If yes, please describe the athletic group(s) you participate in outside school:
____________________________________________________________________________
11) On a scale from 1-10, how would you rate the presentation today?
1
2
3
4
5
6
7
8
9
10










Poor
Excellent!
12) What I like best about the presentation was:
13) What I like the least:
14) What I learned from this presentation was:
15) What I think I will remember about this presentation will be:
Please turn over for more questions
52
16) On a scale from 1-10, rate how much you think nutritional supplements help athletic
performance?
1
2
3
4
5
6
7
8
9
10










They do not
help
performance
at all

They help
performance
A LOT
I don’t
know
11) Do you think there are any risks to taking nutritional supplements?
No risks
Few risks
Some risks
Many risks




I don’t
know

12) On a scale from 1-10, how would you rate your knowledge of the side effects of steroids?
1
2
3
4
5
6
7
8
9
10










I know A LOT
about this
I don’t
know
ANYTHING
about this
13) On a scale from 1-10, rate how willing you are to take a drug that would help you to improve how
you look:
1
2
3
4
5
6
7
8
9
10










I would
never be
willing
I am very
willing
14) Do you know of healthy ways to improve your athletic performance and improve the health of
your body?
No


Yes, I know of many ways

15) Any other comments, ideas to make the presentation better, or questions you would like to share:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________Thank
you!!
53

Succeed Clean Community Conversation Report #1

Transcription

Similar documents

Steroids have harmful side effects on every system of the body

Glyconutrients

Natural Living - Lazy Acres Market

Hair Test 74

Kirkman® Roadmap

Aug 2014 AARR - Eric Helms` Article

the allergy insider

Controversies In Women`s Health

Mathew Hall, Peter Hegedüs, Josip Maras, Marco Mori, Zoltán

click - PHILSPEN Main Page