Exploring nutrition practitioner reports of nutrition education and provision in English football academies: a cross-sectional survey

Background
English professional football academies aim to develop players for elite competition under the Elite Player Performance Plan (EPPP), which categorises clubs according to standards of support provision. While nutrition support is included within the EPPP framework, there is limited understanding of how nutrition education and food provision are implemented in practice at Category One academies. This study examined nutrition provision within English Category One academies, focusing on nutrition education delivery, food provision practices, and practitioner‑reported barriers and enablers.

Methods
Nutrition practitioners from 17 English Category One academies (Premier League, n = 9; Championship, n = 6; League One, n = 2) completed a cross‑sectional online survey during the 2023–2024 season. The survey comprised closed‑response, Likert‑scale, and open‑ended items examining practitioner roles, education delivery, food provision, and factors influencing service delivery. Data were analysed using descriptive statistics and deductive content analysis.

Results
Premier League academies reported employing a higher average number of nutrition practitioners (2.7) compared with Championship (1.7) and League One academies (1.0), alongside greater reported full‑time equivalent provision at Premier League level. Substantial variation in nutrition education and food provision was reported. A majority of practitioners (76%, n = 13) perceived current nutrition support to be insufficient to meet player needs, while 82% (n = 14) reported EPPP guidance as inadequate. Increasing the number of appropriately qualified nutrition staff was identified as a key enabler by 88% of practitioners (n = 15), whereas funding (47%, n = 8), facilities (47%, n = 8), and staffing constraints (41%, n = 7) were the most frequently reported barriers. Practical and cooking‑based education was frequently identified as a priority to support player independence, particularly during transitions into later academy phases.

Conclusions
These findings highlight opportunities to support nutrition practitioners through structured, evidence-informed guidance and resources that can be flexibly applied across academy contexts and developmental stages, alongside consideration of practitioner-reported staffing requirements.