Vulneración de derechos económicos y sociales

There was a very strong general agreement that a website was not something that this group of athletes was interested in. They did not think that they had the time to use a website and were vary of how accurate the information would be on the site. They also stated that they did not spend a lot of time using computers and the internet.

If they were to use a website then they would be attracted to this most by words and headlines, (so long as they are precise), and if they had pictures of famous players. Colour and pictures of food and drink rated lower in preference. One player stated that if they were player endorsed or recommended by a known nutritionist they would use it – other players agreed to this statement.

If they were to have a website to use they would mostly use information on sports specific nutrition strategies, recipe lists, information on supplements, and information from higher level athletes (for example, they would like to see a menu plan of a top players). Information on cooking tips and sports drinks was also desirable. Only one athlete commented that the website should “have different sections so you can choose what information relates to you (maybe tabs)”. They expressed concern in that they knew there was a large amount of unsuitable and incorrect nutrition knowledge, and were wary of using information off the internet.

7.9.2. Cookbook Resources

Most were familiar with the Edmonds Cookbook, but majority of the athletes had no association with any other cook book. When shown a NZ published cook book “Fit Food for Winners”, the athletes stated that it “looked too flash” and said that they wouldn’t be interested in using it as it looked like the recipe on the front needed lots of different ingredients, and would be hard and time consuming to make. The athletes were in agreement that instead of cookbooks with lists of recipes they would rather have suggestions of foods and how they could make simple meals that could be varied easily. They were also very concerned about food ideas and how they related to their budget – they suggested that they be given a number of food ideas e.g. what to do with pasta, and have corresponding shopping lists to go with them. They also would like information on how a meal compares in monetary values to fast food – for example a breakdown of how much it would cost to make a pasta meal compared to buying different fast foods. They noted that this would actually impact on their choice of having meals at home as compared to buying takeaways. The athletes were asked what meals they would like recipes for if they were to receive recipes as part of their nutrition education and they responded that lunch, dinner, and homemade takeaways were most important, but also stressed that they would like ideas for healthy baking and treat/dessert ideas. They were also really keen to have more ideas for snacks. Cultural issues were emphasized by some of the athletes who thought it was important that information was made available for all cultures.

7.9.3. Written resources

Fact sheets and posters were by far the most popular forms of written resources. Pamphlets were not liked at all by the athletes and there was a general consensus that books would not be used by the group – the reasoning for this is that they didn’t want to sift through information, and they didn’t know if the information was applicable to them. They did state that if they were to be given a specific rugby book that was endorsed by the NZRU, contained pictures and recommended by one of their nutritionists that they may read it. They were not keen on having

to buy a book resource and would prefer if they were given one as part of their academy education.

The athletes would like fact sheets that compare factors such as the fat content between different takeaways. For example one athlete stated “I would like a sheet that had McDonalds compared to Burger King takeaways, and compared to what you could make at home”. Fact sheets should also be endorsed by a known nutritionist and be rugby related to make the athletes more receptive to them. It was also suggested and agreed that fact sheets should be handed out in the team environment and covered with the whole team instead of the athletes being asked to read and remember the information as the athletes said that if they were expected to read the information in their own time they most probably would not take the time to read it. Resources that the athletes had found helpful was a small booklet that one had received when they had brought eggs which gave more ideas on how to use eggs, and one athlete mentioned that he looks at the weekly menu planner in a women’s magazine for ideas (if the foods look simple enough).

When asked what written information should contain it was widely agreed that not too much information should be contained on the resource. Pictures were also highly liked. One athlete stated it was best to “keep it simple but interesting”.

7.9.4. Group presentations/workshops

The athletes suggested that group presentations should be limited to 30 – 45 minutes as they thought that it was too hard to concentrate for periods longer than this. They also stressed that it was important to them that the presentation was “short and sharp to the point”. They favoured a style where they were able to ask questions during the presentations, and where the presenter also asked them questions throughout the presentation. They were strongly against being lectured at, and thought that being given handouts from the presentation was very important in terms of recalling what they had learnt in the presentation. A good presenter was very important to the success of the presentation.

The athletes felt that the presenter needs to demonstrate knowledge and enthusiasm. Experience was also a quality that was important to the athletes. The athletes stated that the presenter should be in “shape”, they stated that they would not take a presenter who was not “sporty and fit looking” seriously if they were giving nutrition education to them. It was important that the presenter looked like they practiced what they preached. The age of the

presenter was also discussed by the athletes. They felt that age often leads to a perception that the presenter would know what they were talking about, but they also stated that sometimes those who were older may not be “in touch” with them, and they also perceived that they may speak in a more monotone way with less enthusiasm. They perceived younger presenters to potentially have more enthusiasm for the topic but thought that sometimes they may not have as much experience. The gender of the presenter was not something that mattered to the athletes.