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international standard education ise mandates code signatories plan deliver evaluate antidoping education performancebased evaluation antidoping education requires alignment educational goals content defined outcomes based existentialist teaching learning philosophy aimed develop test antidoping impact evaluation tool assess impact antidoping education doping awareness literacy dal perceived trust legitimacy propose impact antidoping education best captured assessment situationspecific social cognitive mediators actions influence athletes choices context sportrelated goals phase one aimed develop test generating researchbased assessment data evidence impact antidoping education grade evaluation tool comprised set social cognitive components antidoping knowledge dal perceived trust legitimacy antidoping organizations phase two assessed whether antidoping education impacts knowledge three dal stages functional interactive critical literacy perceived trust legitimacy phase one enrolled 986 junior elite athletes showed grade components performed well revision tool phase two validated assumption antidoping education impacts likelihood athletes make right choice based new set data 1255 junior elite athletes comprehensive education associated higher scores stages dal well perceived trust legitimacy even athletes reporting education positive scores included outcomes supporting assumption athletes wish engage clean sport behaviors might need antidoping education prevent doping rather reinforce commitment clean sport conclusion grade available 23 languages suitable tool application young emerging athletes satisfy ise requirement evaluating antidoping education programs researchers practitioners alike advised collect additional data validate tool adult athletes apply longitudinally identify changes doping prevention policies delayed effect dal perceived trust legitimacy