Inclusion and engagement through traditional Indigenous games: enhancing physical self-efficacy

ABSTRACT

This paper reports on mixed methods research that was part of a larger investigation into the impact of an inclusive, physical activity intervention programme on a broad range of variables including children’s enjoyment of, and participation in physical activity, self-perceptions, physical self-efficacy and how this influenced their overall social–emotional health and well-being. A six-month intervention programme based on Traditional Indigenous Games (TIG) was conducted in a total of five schools with 235 children and their seven teachers, in Queensland, Australia. Student reflective surveys used a four-point Likert scale to collect quantitative data relating to enjoyment and inclusion, perceptions of ability and physical self-efficacy. Qualitative data were also obtained through teachers’ anecdotal notes and post-intervention semi-structured interviews. Statistically significant differences across time were found for student enjoyment, inclusion, perceptions and physical self-efficacy and were supported by the teacher’s qualitative data. Improvements in students’ physical self-efficacy through inclusive physical activity occurred as a result of the positive experiences created by the TIG intervention programme. This study demonstrates the huge potential for the inclusive and cooperative approach foregrounded in TIG, to support the development of inclusive physical activity in schools which enhances physical self-efficacy and promotes the social–emotional health and well-being of children.

KEYWORDS:

• Inclusive physical activity
• Indigenous games
• physical self-efficacy

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Dr Sharon Louth is a Senior Lecturer at the University of the Sunshine Coast whose research and teaching practices involve the use of inclusive, cooperative and motivational learning strategies which generate self-efficacy and empower students to become successful learners. Sharon has conducted professional development workshops for teachers from primary, secondary and tertiary institutions and is committed to the ongoing development of increasing educational aspirations at both undergraduate and postgraduate levels.

Professor Romina Jamieson-Proctor is the Queensland State Head of the School of Education, at ACU. Her teaching and research interests focus on the use of information and communication technologies to transform learning and teaching to meet the needs of twenty-first-century learners. She has extensive experience in the leadership of large-scale pure and applied research projects and developed of theoretically and statistically valid and reliable measurement instruments. Professor Jamieson-Proctor is a recognised expert in online and blended pedagogies in pre-service teacher education.

ORCID

Sharon Louth http://orcid.org/0000-0002-1075-5971

Romina Jamieson-Proctor http://orcid.org/0000-0002-6886-5209