Alcohol Consumption Literacy, Alcohol Confrontation Efficacy, and the Educational and Training Needs of Coaches to Manage Student-Athlete Alcohol Misuse

in Journal of Clinical Sport Psychology

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Graig M. ChowFlorida State University
University of California

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Matthew D. BirdFlorida State University
University of Lincoln

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Stinne SoendergaardFlorida State University

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Todd A. GilsonNorthern Illinois University

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DOI:
https://doi.org/10.1123/jcsp.2021-0001
Keywords:
alcohol literacy; coaching; mental health; mixed-methods; substance use
First Published Online:
06 Sep 2021
In Print:
Volume 16: Issue 3
Page Range:
201–219
Restricted access

The rate of alcohol consumption among student-athletes places them at risk for engaging in unsafe behaviors. Although coaches play a key role in regulating alcohol use among athletes, many lack the knowledge and self-confidence to be effective. This study aimed to examine the relationship between alcohol consumption literacy and alcohol confrontation efficacy among National Collegiate Athletic Association head coaches and attempted to identify types of training and education wanted to better manage student-athlete alcohol use. A total of 518 National Collegiate Athletic Association head coaches completed alcohol consumption literacy and alcohol confrontation efficacy measures and two open-ended questions about what kind of alcohol training, information, and skills were needed. When accounting for previous education/training and gender of team coached, alcohol consumption literacy predicted all confrontation efficacy subscales. Content analysis showed coaches wanted training related to alcohol literacy, effective communication, and prevention planning. Findings have implications for designing alcohol prevention and intervention programs aimed at National Collegiate Athletic Association coaches.

Chow and Bird were with the Department of Educational Psychology and Learning Systems, Florida State University, Tallahassee, FL, USA for data collection and analysis. Chow is with the Cameron Institute, University of California, Berkeley, CA, USA. Bird is with the School of Sport and Exercise Science, University of Lincoln, Lincoln, United Kingdom. Soendergaard is with the Department of Educational Psychology and Learning Systems, Florida State University, Tallahassee, FL, USA. Gilson is with the Department of Kinesiology and Physical Education, Northern Illinois University, DeKalb, IL, USA.

Bird (mbird@lincoln.ac.uk) is corresponding author.
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