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Promoting Media Literacy Online: An Intervention on Performance and Appearance Enhancement Substances with Sport High School Students

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  • Federica Galli

    (Department of Movement, Human and Health Sciences, University of Rome “Foro Italico”, 00185 Rome, Italy
    Department of Social and Developmental Psychology, “Sapienza” University of Rome, 00185 Rome, Italy)

  • Tommaso Palombi

    (Department of Social and Developmental Psychology, “Sapienza” University of Rome, 00185 Rome, Italy)

  • Luca Mallia

    (Department of Movement, Human and Health Sciences, University of Rome “Foro Italico”, 00185 Rome, Italy)

  • Andrea Chirico

    (Department of Social and Developmental Psychology, “Sapienza” University of Rome, 00185 Rome, Italy)

  • Thomas Zandonai

    (Sports Research Centre, Department of Sport Sciences, Miguel Hernández University, Av. de la Universidad s/n, Elche, 03202 Alicante, Spain)

  • Fabio Alivernini

    (Department of Social and Developmental Psychology, “Sapienza” University of Rome, 00185 Rome, Italy)

  • Alessandra De Maria

    (Department of Movement, Human and Health Sciences, University of Rome “Foro Italico”, 00185 Rome, Italy)

  • Arnaldo Zelli

    (Department of Movement, Human and Health Sciences, University of Rome “Foro Italico”, 00185 Rome, Italy)

  • Fabio Lucidi

    (Department of Social and Developmental Psychology, “Sapienza” University of Rome, 00185 Rome, Italy)

Abstract

The outbreak of coronavirus required adjustment regarding the delivery of interventions. Media literacy interventions are necessary to help people acquire relevant skills to navigate the complexities of media communications, and to encourage health-promoting behaviors. The present study aimed to promote a media literacy intervention regarding performance and appearance enhancement substances use in sports high school students. The COVID-19 contingency allowed us to evaluate whether online sessions can effectively promote greater awareness of media influence, a stronger sense of confidence in persuading others to deal with media messages, and healthier attitudes about PAES use among high school students. The study relied on an “intervention group” comprising 162 students (31.5% female) and a “control group” comprising 158 students (42% female). Data were analyzed through repeated measures of Group X Time MANOVA and ANOVA, demonstrating some degree of efficacy of the media literacy intervention. The “intervention group” reported higher awareness of potential newspapers’ influence and a significant increase in their sense of confidence in dealing with media influence compared to the “control group”. Findings support the efficacy of online media literacy programs to prevent doping consumption in adolescents.

Suggested Citation

  • Federica Galli & Tommaso Palombi & Luca Mallia & Andrea Chirico & Thomas Zandonai & Fabio Alivernini & Alessandra De Maria & Arnaldo Zelli & Fabio Lucidi, 2021. "Promoting Media Literacy Online: An Intervention on Performance and Appearance Enhancement Substances with Sport High School Students," IJERPH, MDPI, vol. 18(11), pages 1-8, May.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:11:p:5596-:d:561016
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    References listed on IDEAS

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    1. Massimiliano Scopelliti & Maria Giuseppina Pacilli & Antonio Aquino, 2021. "TV News and COVID-19: Media Influence on Healthy Behavior in Public Spaces," IJERPH, MDPI, vol. 18(4), pages 1-15, February.
    2. Fernando Ferri & Patrizia Grifoni & Tiziana Guzzo, 2020. "Online Learning and Emergency Remote Teaching: Opportunities and Challenges in Emergency Situations," Societies, MDPI, vol. 10(4), pages 1-18, November.
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