Context: Research focusing on improving hydration status and knowledge in indoor female athletes is limited. Previous research has demonstrated hydration education is an optimal tool for improving the hydration status of athletes. Objective: To assess hydration status and fluid intake of collegiate female indoor athletes before and after a one-time educational intervention. Design: Controlled field study Setting: Collegiate women's volleyball and basketball practices Participants: Twenty-five female collegiate volleyball and basketball athletes (21±1years; 173.5±8.7cm, 72.1±10.0kg) were assessed during six days of practices. Intervention(s): Participants' hydration status and habits were monitored for 3 practice days before undergoing a hydration educational intervention. Post-intervention, participants were observed for 3 more practice days. Main Outcome Measures: Change in body mass (BM), fluid consumed, urine specific gravity (USG), urine color (Ucol), and sweat rate were recorded for 6 practice days. Participants completed a hydration knowledge questionnaire (HAQ) before and after the intervention to assess changes. Results: Three-day mean USG and Ucol were considered euhydrated pre-practice (USG 1.015±0.006, Ucol 4±1) and remained euhydrated post-practice (USG 1.019±0.005, Ucol 5±2) during the pre-intervention period. Decreases in pre-practice Ucol (p<.01) and increases (p<.01) in hydration knowledge were found post-intervention. Basketball athletes had greater BM losses from pre- to post-practice compared to volleyball (p=.000). Significant increases were found overall when comparing pre- and post-practice measures of USG and Ucol in pre-intervention period (p=.000, p=.001) and post-intervention period (p=.001, p=.000). No correlation was found between hydration knowledge and physiological indices of hydration and fluid intake. Conclusions: Overall, female collegiate indoor athletes were hydrated and knowledgeable of hydration. Variability in findings indicates further research is needed with this sport; clinically, attention should be given to individualized needs of each athlete. More research is needed to determine if a one-time educational intervention may be an effective tool for improving overall hydration in this population.

dehydration, hydration assessment, hydration knowledge, urine specific gravity, urine color
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