Abstract
Abstract
Background: Pasifika people make up 8% of New Zealand’s population and make up a large proportion (16.2% in 2019) of the national sport Rugby Union, at the domestic and international level. A crucial part of training and recovery for any sport is nutrition. Despite the large presence of Pasifika rugby players, there is little evidence that nutrition professionals are competent in providing any Pasifika-specific nutrition advice. Due to the central value of collective communities in Pasifika peoples, there is potential for culturally relevant nutrition information to be taught through Pasifika rugby players which may translate through to wider families leading to healthier communities. Although rugby union is generally well researched, there are very few studies looking at Pasifika rugby players and their experiences with nutrition education.
Objective: The aim of this research is to examine Pasifika rugby players’ experiences with nutrition education and utilize results to inform future nutrition education to better serve young Pasifika athletes.
Methods: This qualitative research used Talanoa research methodology. Talanoa is a traditional and conventional method of sharing knowledge and experiences within Pasifika culture. Talanoa aims to create an open discussion with participants and to explore relevant and meaningful explanations. In the current study Talanoa was used to explore experiences and perceptions of nutrition education of Pasifika, Dunedin-based rugby players. Semi- structured, individual Talanoa were used to interview the participants about their upbringing, their family’s views on food and nutrition, any experiences with informal and formal nutrition education, as well as preferences for future nutrition education. All Talanoa were audio and video recorded which was used to conduct thematic analysis. The Fonofale model, a Pasifika model of health was utilised to present and interpret the study results.
Results: Three Dunedin-based Pasifika rugby players were recruited, and all agreed to participate. Two key themes emerged from the several themes that were discussed in the Talanoa. Firstly, the observed differences between Western and Pasifika cultures and secondly, the importance of Pasifika culture to the participants. Frustration was commonly felt by participants due to feeling misunderstood and being provided with inappropriate advice for their living situation and budget. Nutrition professionals’ knowledge of Pasifika culture was often not translated into appropriate nutrition education, therefore having little impact in changing their diets for sports performance. All Pasifika participants held a desire for nutrition professionals to understand their culture, be relatable to the players through upbringing or ethnicity, and show Pasifika values when interacting with the players and their families.
Conclusion: This study offered an introductory insight into the past experiences that a small sample of Pasifika rugby players have had with nutrition education. Participants highlighted a general dissatisfaction with nutrition education due to a failure to incorporate Pasifika culture and values. The participants’ stories of disconnection and misunderstandings highlighted the lack of Pasifika in the nutrition workforce and emphasised the need for more indigenous Pasifika and Māori nutritionists and dietitians. However, useful recommendations were highlighted for future nutrition education, particularly when working with Pasifika athletes. Nutrition education developed for Pasifika athletes or communities needs to be specifically designed for this population due to the complex cultural interactions.