Hydration Knowledge and Habits of Youth Soccer Players and the Influence of an Educational Intervention

Abstract

PURPOSE: Previous research indicates that children and adolescents exercising at sports camps have a basic knowledge of hydration yet these same individuals fail to implement this knowledge in daily hydration behaviors. The purpose of this study was to examine the effects of a daily educational intervention regarding hydration on various perceptual data, knowledge, and self-reported hydration habits. METHODS: 33 boys and 17 girls (mean±SD: 13±0.9y, 159.1±7.2cm, 50.2±9.4kg, 8±2y soccer experience), participated for 5 days of summer soccer camp consisting of 2–3 practices per day. Subjects were randomly assigned to a non-intervention (NI) or educational intervention (EI) group. The EI sessions took place during the evenings of days 2, 3, and 4 of camp for approximately 5 minutes (with 2–3 subjects at a time). During the EI session, the subject's morning and evening values were reviewed, focusing upon body weight changes, thirst sensation, urine color, sweat rate, and fluid consumed. These values were explained and discussed and a plan of possible changes were made for the rest of the evening and for the next day's practice session. An Environmental Symptoms Questionnaire (ESQ) was administered before the first practice and after the second practice each day to determine incidence and degree of common signs and symptoms related to exercising in the heat and dehydration. A Hydration Awareness Questionnaire (HAQ) and a Hydration Habits Questionnaire (HHQ) were given on days 1 and 4 as well as a Hydration Exit Questionnaire (HEQ) on day 4. RESULTS: ESQ increased significantly (p<0.001) from day 1 to 4 but there were no differences between NI and EI (p>.05). Youth in EI had a tendency to score higher on the HAQ at the end of camp than NI (p=0.075). HHQ did not change pre to post in EI. The HEQ indicated no difference between NI and EI groups' perception of how well they hydrated over the camp. CONCLUSION: The educational sessions increased knowledge of hydration concepts (HAQ) especially in terms of understanding urine color and the relationship between sweat and water loss. HEQ revealed that symptoms and thirst were the most frequent indicators of dehydration for both NI and EI. Campers that completed the EI learned how to easily use and comprehend the implications of urine color as well as the impact of their individual sweat rate compared to their water intake as methods of determining hydration status as well, which were not cited by NI. This preliminary investigation of an educational intervention program demonstrated a willingness on the part of the athletes to learn about hydration, yet the potenital of the program may be enhanced with future modifications.