Development and evaluation of a values-based anti-doping education program for university sport in Japan: the UNIVAS clean sports intervention

Background Anti-doping education has increasingly emphasized values-based approaches that aim to foster ethical decision-making and long-term engagement in clean sport. However, relatively few studies have reported the systematic development and evaluation of educational programs specifically designed for university athletes within authentic educational contexts. Purpose The present study aimed to develop and preliminarily evaluate a UNIVAS anti-doping education program for university sport in Japan, designed to foster doping-related decision-making competence through a values-based clean sport approach. Methods The research was conducted in three sequential studies. Study 1: Fifteen doping-related decision-making scenarios were developed based on theoretical frameworks, previous literature, and domestic anti-doping disciplinary cases. An online survey of 1,000 university student-athletes and student-athlete support personnel examined the acceptability of each scenario and the behavioral responses participants would choose. Study 2: Selected scenarios were used to develop lecture slides, instructional scripts, and worksheets. These materials were iteratively refined through five pilot implementations conducted in university classes. Study 3: Short-term changes associated with the finalized educational program were examined using a pre-post design with two instructional formats: face-to-face and on-demand. A total of 1,241 university athletes completed measures of moral disengagement in doping, doping likelihood, and scenario acceptability before and after the intervention. Results Study 1: The acceptability of doping-related behaviors was generally low, and responses indicating clear acceptance of wrongdoing were rare. Participants more frequently selected responses reflecting rejection, self-regulated effort, consultation, or legal alternatives. Study 2: The materials were refined into a structured educational program integrating foundational clean sport content with scenario analysis and self-explanation activities. Study 3: Moral disengagement significantly decreased after the intervention across both instructional formats. Doping likelihood also decreased, and acceptability ratings changed in several scenarios, indicating reduced tolerance for doping-related behaviors. Format-related differences were limited, although direct comparisons between formats should be interpreted cautiously because allocation was non-random and implementation timing differed. Conclusion These findings suggest that the UNIVAS materials provide a feasible and potentially useful model for values-based anti-doping education in university sport. The program may influence psychological processes associated with doping intentions and support ethically grounded decision-making in realistic sport contexts.