Vassilis Barkoukis

Abstrac t : This chapter explores the current landscape of doping in sport within the European context, emphasizing psychological, social, and policy dimensions of prevention. Drawing on empirical research, it outlines key psychosocial predictors of doping behaviour, such as attitudes, moral disengagement, motivation, and contextual influences. It reviews evidence-based interventions developed across Europe, highlighting innovative practices such as values-based education, serious games, and virtual reality. The chapter also examines EU policy frameworks, including the EU Work Plan for Sport and Erasmus+ initiatives, underscoring their contributions and limitations in promoting clean sport. Challenges in research methodology, programme implementation, and policy integration are critically discussed, with recommendations for interdisciplinary collaboration, youth-centred approaches, and theory-informed, scalable interventions. Ultimately, the chapter advocates for holistic strategies that align research, education, and policy to tackle doping and uphold the integrity and values of sport.

Background/Objectives: Valid and culturally adapted instruments are essential for accurately assessing sports nutrition knowledge among coaches, given their influential role in shaping athletes’ dietary behaviors and performance outcomes. This study aimed to translate, culturally adapt, and evaluate the psychometric properties of the Nutrition for Sport Knowledge Questionnaire (NSKQ) for Greek certified coaches, while also examining knowledge levels and associated demographic factors. Methods: A cross-sectional study was conducted among 514 certified coaches representing various sports disciplines. The translation followed a standardized forward–backward procedure with expert panel review to ensure cultural relevance. The psychometric properties of the NSKQ-Gr were evaluated using complementary Classical Test Theory (CTT) and Rasch approaches. Item difficulty, item discrimination, Kuder–Richardson Formula 20 (KR-20), McDonald’s omega, and confirmatory factor analyses (CFAs) using the WLSMV estimator for dichotomous items were performed. Test–retest reliability was examined via Pearson’s correlation coefficient and intraclass correlation coefficient (ICC). Statistical analyses explored associations between nutrition knowledge and demographic and professional characteristics. Results: Item discrimination varied across domains; the strongest performance was observed for the Alcohol domain and the weakest for Weight Management and Sports Nutrition. KR-20 and McDonald’s omega indicated moderate internal consistency for most domains, apart from Weight Management and Sports Nutrition, the reliability of which was lower. The temporal stability was excellent (ICC = 0.998). CFA findings were heterogeneous across domains, whereas Rasch analyses showed generally acceptable item-level fit. Most coaches demonstrated average (56.8%) or poor (32.3%) sports nutrition knowledge. Good or excellent knowledge was demonstrated by only 10.9% of the participants. Knowledge scores differed according to age, certification pathway, previous athletic experience, and several nutrition-related coaching practices. Conclusions: The NSKQ-Gr provides a useful multidomain instrument for assessing sports nutrition knowledge among Greek coaches. The present study extends previous validation work by providing complementary evidence from CTT, CFA, and Rasch modeling, thereby offering a more comprehensive psychometric evaluation of the NSKQ-Gr. The findings indicate that the NSKQ-Gr is a multidomain knowledge assessment instrument suitable for Greek coaches. Future validation studies are encouraged to further refine its psychometric properties.

Background/Objectives: This study examined the association between parental physical activity and preschool children’s physical activity and social behavior. Methods: Participants were 151 preschool children (70 girls, 81 boys; Mage = 52.51 months, SD = 3.38) attending public and private kindergartens in Thessaloniki (Greece) and Nicosia (Cyprus). Children’s psychosocial development was assessed by kindergarten teachers using the Strengths and Difficulties Questionnaire, while parents reported their own and their children’s physical activity through the Preschool-age Children’s Physical Activity Questionnaire (home version). Descriptive statistics and Pearson correlations were computed, and the main hypotheses were tested using multiple linear regression analyses. Results: Results indicated a consistent positive association between parental physical activity and children’s physical activity across intensity levels. Parental physical activity frequency and duration during both weekdays and weekends was significantly associated with children’s low-, moderate-, and vigorous-intensity physical activity, while parental beliefs about physical activity were negatively associated with children’s sedentary behavior. In contrast, parental physical activity showed no significant association with all indicators of social behavior at school, including emotional symptoms, conduct problems, hyperactivity/inattention, and prosocial behavior. Conclusions: Overall, the findings support the role of parental physical activity as an important correlate of preschool children’s physical activity behavior, while its direct association with broader psychosocial development appears small. These results highlight the importance of parental role modeling and attitudes toward physical activity, particularly in shaping children’s movement behaviors.

Doping research has predominantly focused on proximal cognitive predictors of athletes’ intentions to use prohibited substances, often conceptualizing doping as a final behavioral outcome. Drawing on Self-Determination Theory and Goal Systems Theory, the present study examined the relationships between doping intentions, perceived means of performance enhancement, and internal and external life aspirations among competitive athletes. A total of 204 athletes (Mage = 22.99 years) completed measures assessing doping intentions, perceived effectiveness of different performance enhancement means, and aspiration components. The results indicated that stronger doping intentions were negatively associated with internal aspiration components and positively associated with external aspiration components. Doping intentions were also positively related to perceived effectiveness of nutritional supplements, doping, and combined enhancement practices, while being negatively associated with reliance on training and nutrition alone. Several indirect effects were observed, demonstrating that perceived performance enhancement partially mediated the relationships between doping intentions and aspiration components. These findings suggest that performance enhancement behaviors are cognitively embedded within athletes’ motivational goal systems and play an active role in shaping aspiration-related evaluations. Overall, this study advances doping research by conceptualizing doping behavior as part of a broader, goal-directed, motivational structure rather than an isolated outcome.

Match-fixing represents a major threat to sports integrity. However, evidence on mechanisms underlying the psychological processes related to the decision to engage in match-fixing is limited. To address this gap, the present study was designed to investigate the interplay between moral disengagement and ethical climate on match-fixing susceptibility. Competitive athletes from three countries (N = 406, M_age = 22.07, SD = 5.64, 83.4% males) competed measures of match-fixing susceptibility, moral disengagement and perceptions of the ethical climate in their team. The results indicated a positive relationship between moral disengagement and match-fixing susceptibility. Perceived team internal ethical climate moderated the relationship between moral disengagement and match-fixing susceptibility. A stronger positive relationship emerged between moral disengagement and match-fixing susceptibility in participants with higher than average levels of perceived team ethical climate. The findings of the study provide valuable information on the interplay of moral disengagement and perceptions of team ethical climate in predicting susceptibility to engage into match-fixing.

Individuals with intellectual disabilities (IDs) consistently demonstrate lower levels of objectively measured physical activity (PA) compared to the general population, yet limited evidence exists regarding how activity accumulated during physical education (PE) contributes to overall daily movement within structured school contexts. Within the school setting, PE represents one of the primary structured opportunities for engaging students with IDs in PA. Although objective physical activity monitoring approaches are recommended for school-based PA assessment, limited evidence exists on the contribution of PE to total school-day activity in students with intellectual disabilities, a gap addressed in the present study. In this context, the present study objectively recorded PA levels of students with IDs both during PE lessons and across five school days, in order to examine the contribution of PE to overall PA. Potential differences in PA according to gender and severity of the ID were also examined. Twenty students aged 15–25 years with mild and moderate IDs participated in the study. PA was assessed using the YAMAX Power Walker EX-510 pedometer, which automatically recorded step counts. The results indicated that only six participants reached step-count reference values. Students with mild IDs accumulated significantly more steps than those with moderate IDs, while male students were more physically active than female students, both during PE lessons and across the school day. PE lessons contributed approximately 4% to the total PA accumulated across the five monitored school days. These findings highlight the limited contribution of PE to overall PA and underscore the importance of promoting greater movement opportunities within adapted PE lessons.

Cooperative learning, a pedagogical approach emphasizing structured collaboration and mutual responsibility, has been associated with academic and social benefits, yet its influence on adolescents’ prosocial and antisocial behaviors remains underexplored. This study examined the relationships between cooperative learning, affective experiences, and social behavior in adolescent students. A total of 261 adolescent students (M = 13.06 years, SD = 0.86) from Greece participated in this cross-sectional study. Data were collected via questionnaires assessing perceptions of cooperative learning, enjoyment, vitality, and prosocial/antisocial behaviors toward teammates and opponents. Factor analyses confirmed the validity of the Greek versions of the instruments. Path analysis revealed that contextual elements of cooperative learning explained a significant proportion of variance in enjoyment and vitality, which in turn predicted prosocial behavior toward both teammates and opponents. Specifically, enjoyment and vitality were positively associated with prosocial orientations, whereas vitality negatively predicted antisocial behavior toward teammates. Unexpectedly, group reflection and heterogeneity emerged as negative predictors of enjoyment and vitality, while interaction showed marginal positive effects. Indirect effects indicated that cooperative learning dimensions influenced social behavior primarily through enjoyment and vitality. These findings suggest that positive affective states mediate the impact of cooperative learning on students’ social conduct in PE. Implications for practice highlight the importance of carefully designing cooperative structures to enhance enjoyment and vitality while fostering prosocial interactions during adolescence.

The use of chemically assisted performance enhancement (CAPE) substances has become a prominent trend in today’s competitive societies. Although evidence suggests that CAPE behaviors across different life domains share common characteristics, no consistent theoretical framework exists for understanding the decision to engage in such behaviors. The aim of the present study was to examine a unified conceptualization of CAPE behaviors in four life domains. A total of 254 participants (64 competitive athletes, 40 recreational exercisers, 67 students, and 83 professionals) completed a survey assessing distal and proximal associations of CAPE behaviors (adapted for each domain). Path analysis used to evaluate the proposed model demonstrated an adequate fit. Results indicated that proximal associations of intentions (i.e., attitudes, norms, and situational temptation) were predicted by distal variables (i.e., social norms and cultural values). Intentions to engage in CAPE behaviors were predicted by attitudes and situational temptation. Goal commitment predicted only the mean of working, studying, or training. Finally, the mean of supplement use was predicted by norms. These findings provide preliminary evidence for a conceptual framework to understand CAPE behaviors across life domains, which may serve as a basis for designing intervention programs aimed at helping individuals make informed decisions about CAPE.