Department of Orthopaedics and Sports Medicine, School of Physical Therapy and Rehabilitation Sciences, University of South Florida, Tampa.
Barry University, Miami Shores, FL.
J Athl Train. 2021 Aug 1;56(8):829-835. doi: 10.4085/1062-6050-0495.19.
Research focusing on improving hydration status and knowledge in female indoor-sport athletes is limited. Investigators have demonstrated that hydration education is an optimal tool for improving the hydration status of athletes.
To assess the hydration status and fluid intake of collegiate female indoor-sport athletes before and after a 1-time educational intervention.
Controlled laboratory study.
Collegiate women's volleyball and basketball practices.
A total of 25 female collegiate volleyball and basketball athletes (age = 21 ± 1 years, height = 173.5 ± 8.7 cm, weight = 72.1 ± 10.0 kg) were assessed during 6 days of practices.
INTERVENTION(S): Participants' hydration status and habits were monitored for 3 practice days before they underwent a hydration educational intervention. Postintervention, participants were observed for 3 more practice days.
MAIN OUTCOME MEASURE(S): Change in body mass, fluid consumed, urine specific gravity (Usg), urine color (Ucol), and sweat rate were recorded for 6 practice days. Participants completed a hydration-knowledge questionnaire before and after the intervention.
Three-day mean Usg and Ucol were considered euhydrated prepractice (Usg = 1.015 ± 0.006, Ucol = 4 ± 1) and remained euhydrated postpractice (Usg = 1.019 ± 0.005, Ucol = 5 ± 2) during the preintervention period. Decreased prepractice Ucol (P < .01) and increased hydration knowledge (P < .01) were present postintervention. Basketball athletes had greater body mass losses from prepractice to postpractice than did volleyball athletes (P < .001). Overall increases were evident when we compared prepractice and postpractice measures of Usg and Ucol in the preintervention (P < .001 and P = .001, respectively) and postintervention (P = .001 and P < .001) period, respectively. No correlation was found between hydration knowledge and physiological indices of hydration and fluid intake.
Overall, female collegiate indoor-sport athletes were hydrated and knowledgeable on hydration. However, our variable findings indicated that further research on these athletes is needed; clinically, attention should be given to the individual needs of each athlete. More examination will demonstrate whether a 1-time educational intervention may be an effective tool for improving hydration status in this population.
目前针对改善女性室内运动运动员水合状态和知识的研究十分有限。研究人员已经证实，水合教育是改善运动员水合状态的最佳工具。
评估一次性教育干预前后大学女性室内运动运动员的水合状态和液体摄入量。
对照实验室研究。
大学女子排球和篮球训练。
共评估了 25 名大学女子排球和篮球运动员（年龄=21±1 岁，身高=173.5±8.7cm，体重=72.1±10.0kg），为期 6 天的训练。
在进行水合教育干预之前，监测参与者在 3 天的训练日中的水合状态和习惯。干预后，再观察 3 天。
在 6 天的训练日中记录体重变化、液体消耗、尿比重（Usg）、尿色（Ucol）和出汗率。参与者在干预前后完成了一份水合知识问卷。
三天的平均 Usg 和 Ucol 在预干预期内被认为是预练习时的等水合状态（Usg=1.015±0.006，Ucol=4±1），且在练习后仍保持等水合状态（Usg=1.019±0.005，Ucol=5±2）。干预后，预练习时的 Ucol 下降（P<.01）和水合知识增加（P<.01）。与排球运动员相比，篮球运动员在预练习到练习后的体重损失更大（P<.001）。与预干预和干预后的预练习测量相比，Usg 和 Ucol 的整体变化更为明显（P<.001 和 P=0.001）。水合知识与水合和液体摄入的生理指标之间没有相关性。
总体而言，大学女性室内运动运动员水分充足，对水合作用有一定了解。然而，我们的可变发现表明，需要对这些运动员进行进一步的研究；临床方面，应关注每个运动员的个体需求。更多的研究将证明一次性教育干预是否可能成为改善该人群水合状态的有效工具。
