Perceived instruction and attitudes toward doping among baccalaureate students: between rejection and educational void
DOI:
https://doi.org/10.47197/retos.v82.118077Keywords:
Baccalaureate, doping, educational prevention, Physical Education, sports ethicsAbstract
Introduction: Although the Physical Education (PE) curriculum in compulsory education includes content related to doping, its continuity in upper secondary education is absent.
Objective: The aim was to analyze students’ perceptions of the education received in PE on this topic, and to examine how this perception relates to their attitudes toward the use of performance-enhancing substances and their interest in receiving ethical education, considering students’ gender.
Methodology: A total of 70 students (58.6 % female), aged between 16 and 18, participated in the study. Two instruments were used: the Performance Enhancement Attitude Scale (PEAS) and an ad hoc questionnaire designed to assess students’ educational perception of doping.
Results: The results showed a predominantly critical attitude and a perceived lack of sufficient education. Specifically, 98.6 % of students displayed low tolerance toward doping. No statistically significant differences were found between male and female students. Moreover, significant negative correlations were observed between permissive attitudes toward doping and two items of the ad hoc questionnaire: interest in receiving ethical education and the perception of having received adequate instruction.
Discussion: These findings are consistent with previous literature and suggest a mismatch between students’ critical stance toward doping and the limited educational impact perceived in PE, reinforcing the need for more explicit anti-doping education.
Conclusion: The findings reveal a possible educational gap and suggest strengthening ethical and preventive content within the PE curriculum.
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