Background/Purpose: Native American youth may be at the greatest risk for hypokinetic diseases. The public health literature calling for schools to teach knowledge and behaviors needed for healthy lifestyles (USDHHS, 2010) provides the framework for this study. The purpose of this study was to determine the impact of a healthy behavior school initiative on student knowledge outcomes. Setting: Students from two schools in one Native American community in the SW USA. Participants: 414 students in grades 4-12; 211 males, 203 females (>95% Native American).
Method: Students' completed a previously validated three part (food, physical activity, FITT principle) knowledge instrument at the beginning and end of the school year. Pilot and content validation studies were conducted resulting in minor changes to the instrument. Internal reliability consistency results were acceptable (Alpha=.83).
Analysis/Results: t-test results showed significant differences at post test in student knowledge between the experimental and comparison students t(187) = 2.032, p<.05). Girls had the greatest gains in knowledge with significant gender differences in the area of “milk” from the food pyramid t(155)=-2.15, p<.05 as well as for reported minutes with girls reporting being more active t(202)= -2.34, p<.05.
Conclusions: These results support the ability of classroom teachers' professional development experiences with healthy behavior content to positively influence student knowledge outcomes. School based interventions may positively influence student knowledge of physical activity and nutrition concepts, a critical component in the development of healthy lifestyles.