Department of Kinesiology and Rehabilitation Science, University of Hawaii at Manoa, Honolulu, HI, USA.
J Athl Train. 2012 May-Jun;47(3):273-81. doi: 10.4085/1062-6050-47.3.05.
The effectiveness of education in modifying hydration behaviors in adolescent athletes is unclear.
To assess the hydration status and behaviors of female athletes before and after a 1-time educational intervention and prescribed hydration intervention in a warm, humid, tropical environment.
Cohort study.
Non-air-conditioned gymnasium in a tropical environment (indoor wet bulb globe temperature = 24.0 ± 0.2°C). Patient or Other Participants: Thirty-six female adolescent elite volleyball players (age = 14.8 ± 0.8 years, height = 168.2 ± 8.2 cm, mass = 60.8 ± 9.0 kg, body mass index = 21.7 ± 2.7, body surface area = 1.65 ± 0.14 m(2), body surface area to mass ratio = 2.71 ± 0.18 m(2)·kg(-1)·10(-2)) participated.
INTERVENTION(S): Four observational periods consisting of 3 practices per observational period separated by 48 hours. The 4 periods included a control period, educational intervention, prescribed hydration intervention (PHI), and observational follow-up (OF-U). After the control period, an educational intervention consisting of a slide presentation was provided to the participants, followed by a week of observation. In the PHI, a precalculated volume of water based on individual sweat rate was consumed every 20 minutes during each 2-hour practice. During all other periods, participants consumed their fluid of choice ad libitum. The order of the treatment periods was not randomized and was the same for all participants.
MAIN OUTCOME MEASURE(S): Prepractice to postpractice changes in body mass (ΔBM), percentage of body mass lost (%BML), urine specific gravity, urine color, urine osmolality, sweat rate, and volume of fluid consumed (F(vol)).
The PHI was the only period during which participants maintained body mass (ΔBM = 0.05 ± 1.3%); F(vol) consumed was greatest during this time (F(vol) = 1.3 ± 0.4 L; F(1,3) = 34.869, P ≤ .001). TheΔBM was less for the PHI (ΔBM = 0.05 ± 0.9 kg, %BML = 0.04 ± 1.3%) than the OF-U period (ΔBM = -0.7 ± 1.1 kg, %BML = -1.2 ± 1.9%; F(1,3) = 6.220, P = .01). The F(vol) (1.3 ± 0.4 L) and percentage of fluid consumed (143.7 ± 110.8%) to restore sweat loss for the PHI period were higher than for any other period (F(1,3) = 34.869, P ≤ .001). None of the participants experienced serious dehydration in any of the conditions.
A 1-time education session alone was not successful in changing hydration behaviors. However, prescribing individualized hydration protocols improved hydration for adolescents exercising in a warm, humid environment.
教育在改变青少年运动员的水分摄入行为方面的效果尚不清楚。
评估女性运动员在热带地区湿热环境中接受 1 次教育干预和规定的水分摄入干预前后的水分状态和行为。
队列研究。
热带地区（室内湿球球温度 = 24.0 ± 0.2°C）的无空调体育馆。
36 名女性青少年精英排球运动员（年龄=14.8 ± 0.8 岁，身高=168.2 ± 8.2cm，体重=60.8 ± 9.0kg，体重指数=21.7 ± 2.7，体表面积=1.65 ± 0.14m²，体表面积与体重比=2.71 ± 0.18m²·kg⁻¹·10⁻²）参与了研究。
4 个观察期，每个观察期包括 3 次练习，间隔 48 小时。4 个周期包括对照期、教育干预期、规定的水分摄入干预期（PHI）和观察随访期（OF-U）。在对照期之后，向参与者提供了一个幻灯片演示，随后进行了一周的观察。在 PHI 中，根据个体的出汗率计算出的预定量的水，在每次 2 小时的练习中每 20 分钟摄入一次。在其他所有时期，参与者都可以自由饮用他们选择的液体。治疗期的顺序不是随机的，并且对所有参与者都是相同的。
练习前后的体重变化（ΔBM）、体重损失百分比（%BML）、尿比重、尿色、尿渗透压、出汗率和液体摄入量（F(vol)）。
只有 PHI 期间参与者保持了体重（ΔBM = 0.05 ± 1.3%）；在此期间，F(vol)的消耗量最大（F(vol) = 1.3 ± 0.4L；F(1,3) = 34.869，P ≤.001）。与 OF-U 期（ΔBM = -0.7 ± 1.1kg，%BML = -1.2 ± 1.9%；F(1,3) = 6.220，P =.01）相比，PHI 期的ΔBM 更小（ΔBM = 0.05 ± 0.9kg，%BML = 0.04 ± 1.3%）。PHI 期的 F(vol)（1.3 ± 0.4L）和恢复汗液流失所消耗的液体百分比（143.7 ± 110.8%）均高于其他任何时期（F(1,3) = 34.869，P ≤.001）。在任何条件下，都没有参与者出现严重脱水。
单次教育课程本身并不能成功改变水分摄入行为。然而，规定个体化的水分摄入方案可改善青少年在温暖、潮湿环境下的水分摄入。
