Doping prevention and awareness-raising activities


Implementation plan will be designed for each organization to conduct as many preventive and awareness-raising activities in their country as possible. Key players for all activities are anti-doping ambassadors with the help of their organizations.

Prevention and awareness-raising programs will be prepared and implemented for different target groups on grassroots level of sport:
- Primary and secondary schools students
- Participants at school sport competitions
- Members of junior teams in sport clubs or federations
- Participants in mass (recreational) sport events
- Teachers, parents, coaches, …
- Sport and general public

Each partner organization (except iNADO) will conduct the activities based on the options and opportunities in their country. Sharing of best practices between each other will enable partner countries to get new ideas and methods in approaching target groups. Also, since all activities will be peer-to-peer based, ambassadors will be actively involved in developing the right approach to reach designated target groups. 

For all doping prevention and awareness-raising activities knowledge transfer as well as peer-to-peer networking will be used to gain the best results possible.



Knowledge transfer is one of the bigger issues in education. Proper knowledge transfer aims to improve understanding of specific issues by target audience. 

In the project a framework, that is considering ambassadors as intermediary actors between educational team and target groups, will be used. Ambassadors’ intervention is critical to help adopt the knowledge produced by educational team and make it easier to adopt and use by target groups.

Doping is a subject that many (especially young) people do not like to talk about. Since most youth are, by definition, not eligible to hold positions of power in their society, they find themselves, subject to authority. It is this power differential that makes communication between adults and youth difficult, and likewise, it is the equality in power status between youth, that makes peer based communication successful. When one is trying to engage young people in doping prevention initiatives, this power differential manifests itself also as knowledge gap. The adults’ command over jargon and the “science” of anti-doping often acts as a deterrent for youth who may otherwise willingly engage in debate ([1]adapted from PEER TO PEER – using peer-to-peer strategies in drug abuse prevention, 2003).
 
Based on our experience from European Anti-Doping Initiative (EADIn) and UNESCO project “With junior ambassadors against doping” when done appropriately, peer learning is one of the most effective and empowering methods of working with young people across a range of different social issues. Benefits of peer learning are particularly showing on the development of interpersonal and communication skills, friendly learning environment ([2]Naqi, 2014), increased motivation for learning with better learner engagement ([3]Tolsgaard et al. 2007) and student satisfaction ([4]Glynn et al., 2206).

Peer networking in general provides opportunities for marginalized youth to access required information, and help to foster positive attitudes towards a specific issue such as doping.

A rising number of athletes, increasingly at a young age, face challenges to combine their sporting career with education or work. With this project, we will give the opportunity to retired young athletes to become anti-doping ambassadors and get a chance for career development in the field of anti-doping. Ambassadors are the multipliers of the antidoping knowledge, deliberately and systematically implementing doping prevention activities to their peers.


[1] PEER TO PEER – using  peer to peer strategies in drug abuse prevention. United Nations office on drugs and crime Vienna. United Nations, NY, 2003
[2] Naqi, S.A. (2014). Peer Assisted Learning as a Formal Instructional Tool. Journal of the College of Physicians and Surgeons Pakistan. 24(3), 169-172
[3] Tolsgaard, M., Gustafsson, A., Rasmussen, M., Hoiby, P., Muller, C. & Ringsted, C. (2007) Student teachers can be as good as associate professors in teaching clinical skills. Medical Teacher, 29, 553-557
[4] Glynn, L.G., MacFarlane, A., Kelly, M., Cantillon, P. & Murphy, A.W. (2006) Helping each other to learn – a process evaluation of peer assisted learning. BMC Medical Education. 6(18)1186/1472.