The effect of a short recipe book intervention on nutrition confidence and sports nutrition knowledge of women football players

Abstract Background Nutrition knowledge and confidence can be key facilitators to good nutrition behaviours. This study aimed to evaluate the impact of a structured and personalisable recipe-based nutrition education resource, on sports nutrition knowledge and confidence among women football players. Fifty-two women football players across different competitive levels (tiers two and four of the English league and academy players) completed a survey assessing training and nutrition habits, nutrition confidence, and sports nutrition knowledge. A sample of participants were randomized into an intervention group ( n = 10), receiving a resource with practical applications and personalisable meal adaptations, or a control group ( n = 8) receiving theoretical guidance without recipes (both two weeks). Both groups then repeated the same survey at the end of the two-week period. Results In the initial survey fewer than half of the players (40%) regularly planned their meals ahead of time, but the majority planned what (71%) and when (73%) they ate in relation to training and competition most of the time. More than half had at least some responsibility for doing the grocery shopping (67%) and preparing and cooking meals (90%), highlighting an opportunity to intervene. Results demonstrated that while the intervention significantly improved nutrition knowledge compared to control ( p = 0.004), the overall score was still low (< 50% for both groups), and the change was within the typical error for the measure. Nutrition confidence was also low, with no significant differences between groups. Conclusions This short home-based intervention had a statistical but unlikely meaningful impact on nutrition knowledge, but not confidence. These findings are considered alongside the participants’ nutrition habits, and discussed in the context of self-determination theory to highlight the potential role of relatedness to improve competence and autonomy, and subsequently knowledge and confidence.