Perceptions of Physical Activity, Physical Education and Healthy Living Among Navajo High ...

193 Pages·2015·1.11 MB·English

Maintaining Hózhó:
Perceptions of Physical Activity, Physical Education and Healthy
Living Among Navajo High School Students
by
Rachelle Geri Jones

A Dissertation Presented in Partial Fulfillment
of the Requirements for the Degree
Doctor of Philosophy

Approved April 2015 by the
Graduate Supervisory Committee:

Pamela Hodges Kulinna, Chair
Hans van der Mars
Mary Eunice Romero-Little

ARIZONA STATE UNIVERSITY

May 2015
ABSTRACT
Native American populations have higher obesity and diabetes rates
overall in the U.S. Percentages of obesity among Native American children were 11-25%
higher than the national average. Among Navajo, cultural lifestyles changes have led to
less physical activity and obesity problems with youth more disassociated from
traditional Navajo living, culture, beliefs, language and religion. They were at highest
risk for Type II diabetes among ethnic groups due to less physically activity, increased
weight gain and obesity.
This study had dual purposes: Part one of this study was to examined the
perceptions of physical activity, physical education and living healthy lifestyles of
Navajo adolescents, physical educators, a Navajo culture teacher, a Diné studies teacher
and a community member. Part two of this study examined the physical activity patterns
of Navajo adolescent students. To gain their perspectives, eight Navajo students (9-12
grades), two physical educators, two classroom teachers and one community member
were recruited and interviewed individually for 60-minutes. Secondly, pedometers were
used to assess the students’ physical activity levels during the school day and 24-hour
increments.
Results of the part one study indicated important aspects of physical activity by
Navajo adolescents, physical education teachers, classroom teachers and a community
member were cultural identity, family involvement, and structure of family/extended
family. Navajo respondents participated in traditional form of running in the morning, a
practice performed by parents and/or extended family. Physical activity was described as
active involvement of the body, movement, physical fitness, and sport related interests.
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Stakeholders described physical activity and healthy living as culturally driven beliefs
and learning based on Navajo way of life.
Findings of part two study indicated that boys were significantly more physically
active on weekday than girls t(32)=2.04, p=<.05. Weekday step counts for boys indicated
(M=11,078, SD= 4,399) and for girls (M=7,567, SD=5,613). Girls were significantly
more active on weekend t(27)=2.30,p=.03. Weekend step counts indicated boys and girls
accumulated (M=6493, SD=5650) and (M=7589, SD=5614) steps. Physical education
step counts showed minimal differences between boys (M=2203, SD=918) and girls
(M=1939, SD=889) step counts. Overall results indicate that Navajo adolescents did not
meet daily physical activity recommendations.

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DEDICATION
To my beloved sister, Kandy Goodluck-Jones, (June 12, 1964-March 8, 2015), who
inspired me with her unconditional love, compassionate heart and her enduring will to
never give up and to finish what you’ve started. I love you and miss you dearly, my sweet
sister.
Shikee biyá ních’i doo,
Shijáád biyá ních’i doo,
Sits’íís biyá ních’i doo,
Shíni’ biyá ních’i doo,
Shinéé’ biyá ních’i doo.
~ M. Field and T. Blackhorse, 2002

Są’ah naagháí bik’eh hózhóón nishłįįgo naasháa doo
Są’ah naagháí bik’eh hózhóón nishłįįgo naasháa doo ...
Tádídíín ashkii nishłįįgo naasháa doo
Aniłt’ánii at’ééd nishłǫ́ǫ naasháa doo ...
Níłtsą́ biką́’ t’áá shee naałtingo naasháa doo
Níłtsą́ bi’áád t’áá shee naałtingo naasháa doo
Hózhǫ́ǫgo naasháa doo
Hózhǫ́ǫgo naasháa doo
Hózhǫ́ǫ naasháa doo
Hózhǫ́ǫ naasháa doo
~ R.L. Jim 2000
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ACKNOWLEDGEMENTS
Foremost, I would like to express my sincere gratitude to my advisor, Professor
Pamela Hodges Kulinna, for her guidance and support throughout the duration of my
research project and Ph.D. program. I thank you for your patience, enthusiasm and
motivation. This dissertation would not have been possible without her tough guidance
and persistent help.
I would like to thank the rest of my graduate committee: Dr. Hans van der Mars
and Dr. Eunice Romero who provided insight and expertise in conversation that
generated and stimulated ideas to help bring this project into form. Thank you for the
extra push and words of encouragement.
I would like to thank my parents and sisters very much for their efforts by taking
on additional tasks when needed. Their support and spiritual guidance is greatly
appreciated. Thank you.

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TABLE OF CONTENTS
Page
LIST OF TABLES ……………………………………………………………………..viii
CHAPTER
1 INTRODUCTION …………………………………………………………...1
Physical Activity: United States Youth …………………………………..4
Problem Statement ………………………………………………………..6
Purpose ……………………………………………………………………7
2 PERCEPTIONS OF PHYSICAL ACTIVITY PATTERNS,
HEALTHY LIVING AND PHYSICAL EDUCATION AMONG
NAVAJO HIGH SCHOOL STUDENTS AND TEACHERS …………...9
Navajo Youth and an Unbalanced Way of Life ………………......9
Students, Educators and Community Members Views of
Physical Activity, Physical Education and Healthy Living in
Native American Communities …………………………………10
Purpose ………………………………………………………….11
Research Questions ……………………………………………..15
Methods …………………………………………………………12
3 RESULTS: PART 1 – NAVAJO STUDENTS’ PERCEPTIONS …………20
Diné Youth and Physical Activity ………………………………………20
Understanding Physical Activity ………………………………………..21
Family and Physical Activity ……………………………………………24
Perceptions of Physical Education ………………………………………27
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CHAPTER PAGE
Concepts of Healthy Living ……………………………………………..34
Hózhó ……………………………………………………………………36
4 RESULTS: PART 2 – STAKEHOLDERS’ PERCEPTIONS OF
HEALTHY LIFESTYLES ……………………………………………...40
Teacher Perspectives …………………………………………….41
Impacts of Diné Traditional Culture …………………………….46
Parents as Role Models ………………………………………….49
Teaching of Diné Traditional Concepts …………………………53
Discussion ……………………………………………………….55
5 PHYSICAL ACTIVITY PATTERNS OF NATIVE
AMERICAN YOUTH ……………………………………………………...67
Obesity and Youth ……………………………………………………....68
Physical Inactivity and Youth on Indian Reservations ………………….69
Contributing Factors to Physical Inactivity ……………………………..70
Assessing Physical Activity Levels ……………………………………..72
Prior Studies Using Pedometers …………………………………………73
Teachers’ Promotion of Physical Activity During and Beyond Physical
Education ………………………………………………………..74
Research Purpose ………………………………………………………..77
Methods ……………………………………………………………........77
Results …………………………………………………………………...82
Discussion …………………………………………………………….....86
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CHAPTER PAGE
Conclusion ………………………………………………………………89
6 DISCUSSION ……………………………………………………………...90
REFERENCES ……………………………………………………………………….....95
APPENDIX ……………………………………………………………………………106
A LITERATURE REVIEW ………………………………………………...107
B INDEPENDENT PROFILE SUMMARIES ……………………..............117
C LETTERS OF APPROVAL ……………………………………………...150
D CONSENT AND ASSENT FORMS ……………………………………..156
E DEMOGRAPHIC FORMS ………………………………………………165
F RECRUITMENT SCRIPT AND INTERVIEW GUIDES ……………….168
G PHYSICAL ACTIVITY FORMS ………………………………………..177
H PEDOMETER PROTOCOL ……………………………………………..182

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LIST OF TABLES
Table Page
1. School Demographics …………………………………………………………….80
2. Participant Demographics ………………………………………………………...80
3. Average Step Counts for Weekday, Weekend and
Physical Education Day…………………………………………………………...85
4. Weekend Activities ……………………………………………………………….86

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CHAPTER 1
INTRODUCTION
The health of Indigenous people throughout the world was reported as poor with
many suffering from numerous health ailments (World Health Organization, 2001).
Navajo people are not immune to this epidemic that is associated with continued lack of
physical activity and overweight/obesity. Negative health trends continued to affect the
health and wellness of Navajo people and youth, thereby, affecting the future lives of an
enduring people who experience differences in cultural loss, language and traditional
practices. Another trend was the decline of physical activity and the trend of physical
inactivity during youth age will likely continue into adult life (Sallis, Prochaska, &
Taylor, 2000).
Traditionally, Navajo people live according to the Navajo philosophy of Hózhó
and according to the precepts that guide their existence, belonging and values. Physical
activity played a dominant role in the daily living patterns of Navajo life, ceremony and
religion. Life changes that have occurred continue to occur in daily living patterns of the
Navajo people and children. Technology, running water, methods of transportation, and
dietary means were prominent examples that influenced cultural changes in Navajo
communities.
To understand the reasons behind cultural change it was important to first
understand the worldview of Navajo people. The Navajo known as the Diné described
themselves as enduring people who persist to survive generations of trauma and cultural
losses (Kuhn-John, 2010) in contemporary Diné society. They continued to shape the
world by unifying traditional aspects for its people and children who were conflicted
1