ABSTRACT
ObjectiveThe purpose of this phronetic, qualitative study was to examine exercise facilitators and barriers among Native American freshmen in relation to life challenges during their transition from high school to college. Participants: Seven Native American freshmen college students (females = 2, males = 5) were recruited. Methods: A focus group and individual interviews on exercise values and life challenges were conducted. Results: Based on the thematic analysis, three themes emerged, including several sub-themes. Factors affecting transition to college (theme 1) included: a) being independent and responsible and b) supportive environment. Exercise barriers (theme 2) included: a) lack of time, b) exercise options and level of competition, and c) limited equipment and exercise partners. Exercise facilitators (theme 3) included: a) Native American traditional activities and b) social multi-cultural opportunities. Conclusion: Exercise promoters should take into consideration the Native American culture and networks for Native American freshmen.
Subject(s)
Exercise , Students , Female , Humans , Male , Qualitative Research , Schools , Universities , American Indian or Alaska NativeABSTRACT
Indigenous youth suffer from high rates of comorbid mental and physical health disease. The purpose of this research was to evaluate an existing intervention aimed at empowering Indigenous youth, using a qualitative, community-based participatory research method. We completed focus groups with 23 program participants, and analysis revealed positive improvements in physical, emotional, social, and cultural domains. Participants noted that key social, familial, and cultural aspects of the intervention were most impactful for them. Informed by the participants' experiences, these findings offer guidance for developing interventions to reduce and/or prevent mental and physical health disparities for Indigenous youth and young adults.
