An investigation into the impact of traditional Indigenous games (TIG) on primary school students and their teachers.

PhD Thesis


Louth, Sharon. 2014. An investigation into the impact of traditional Indigenous games (TIG) on primary school students and their teachers. PhD Thesis Doctor of Philosophy. University of Southern Queensland.
Title

An investigation into the impact of traditional Indigenous games (TIG) on primary school students and their teachers.

TypePhD Thesis
Authors
AuthorLouth, Sharon
SupervisorJamieson-Proctor, Professor Romina
Institution of OriginUniversity of Southern Queensland
Qualification NameDoctor of Philosophy
Number of Pages229
Year2014
Abstract

This study investigates the impact of embedding Traditional Indigenous Games (TIG) in the curriculum on primary school students and their teachers. Changes for both groups will be discussed. The literature review examined four specific areas related to teaching TIG to children in schools. These areas were physical activity, Indigenous perspectives, cooperation and self-efficacy. Since TIG are unique to Australian Aboriginal and Torres Strait Islander peoples, and are intrinsically linked to their histories and cultures, then playing TIG with children in school should enable
learners to deepen their knowledge of Australian Indigenous peoples, their histories and culture, as recommended by the Australian National Curriculum.

It is also relevant and important for educators to consider developing cooperation and team work amongst peer groups within physical activity sessions, in order to provide opportunities for children to develop positive perceptions of themselves, or positive
self-efficacy. When exploring TIG, besides developing physical skills, the cooperative nature of these Indigenous games became evident. TIG may provide students with an opportunity to experience success in physical activity while encouraging cooperative relationships with their peers, hence contribute to building children’s self-efficacy. TIG could also assist teachers to embed Indigenous perspectives in the curriculum, as well as enable them to promote physical activity and cooperation within their class, contribute positively to children’s self-efficacy,
and ultimately improve the health and well-being of their students. All of these factors together provided the researcher with a firm rationale for the conduct of this study.

The methodology employed for this research was constructed around examining these factors utilising a quasi-experimental between groups mixed methods research design. An intervention program was created which incorporated TIG and provided an effective avenue to examine the impact of playing TIG in schools on both students and their teachers. The program was trialled in five schools within the Fraser Coast
area, Queensland, Australia. An Intervention by Time repeated measures multivariate analyses of variance (MANOVA) was used to investigate the
quantitative survey data obtained from the students. Paired samples t-tests were used to scrutinise student reflective journals for evidence of change over the intervention period. Descriptive statistics were obtained from the teacher surveys, whilst qualitative data collected from the interviews added depth and insight from the teachers’ perspectives.

The findings from this research demonstrated playing TIG at least three days per week at school increased students’ involvement in, and motivation towards, participating in physical activity. Playing TIG three times a week, enhanced student’s self-efficacy and their ability to work with others whilst engaged in physical activity. Teachers reported TIG assisted them to embed Indigenous perspectives, facilitate regular daily physical activity, and to promote cooperation and teamwork with their students through physical activity. Overall, teachers felt the TIG intervention program had been a worthwhile investment of their time, and all were keen to continue with TIG after the study concluded. All teachers developed
sustainable ways to continue with TIG, and indeed have become advocates of TIG within their wider school community.

KeywordsAustralian, Indigenous, curriculum, TIG, traditional indigenous games, games, traditional, primary, school, students, teachers, education
ANZSRC Field of Research 2020450299. Aboriginal and Torres Strait Islander education not elsewhere classified
Byline AffiliationsSchool of Teacher Education and Early Childhood
Permalink -

https://research.usq.edu.au/item/q319x/an-investigation-into-the-impact-of-traditional-indigenous-games-tig-on-primary-school-students-and-their-teachers

Download files


Published Version
Louth_2015_whole.pdf
File access level: Anyone

  • 2136
    total views
  • 1009
    total downloads
  • 13
    views this month
  • 18
    downloads this month

Export as

Related outputs

Mentoring indigenous secondary school students to raise educational aspirations
Louth, Sharon. 2013. "Mentoring indigenous secondary school students to raise educational aspirations." Dominguez, Nora (ed.) 6th Annual International Mentoring Institute Conference 2013: Impact and Effectiveness of Developmental Relationships. Albuquerque, United States 29 Oct - 01 Nov 2013 Albuquerque, NM. United States.
Empowering teachers to embed indigenous perspectives: a study of the effects of professional development in traditional indigenous games
Louth, Sharon and Jamieson-Proctor, Romina. 2014. "Empowering teachers to embed indigenous perspectives: a study of the effects of professional development in traditional indigenous games." 2014 Australian Teacher Education Association Conference (2014 ATEA). Sydney, Australia 06 - 09 Jul 2014 Sydney, Australia.
Making online classrooms real: engaging pedagogy for online students
Black, Trevor, Louth, Sharon and Martin, David. 2014. "Making online classrooms real: engaging pedagogy for online students." 2014 Australian Teacher Education Association Conference (2014 ATEA). Sydney, Australia 06 - 09 Jul 2014 Sydney, Australia.
A report on the 'Traditional Indigenous Games within the Education Community' professional development sessions delivered for Cairns ATSIS, Department of Communities
Louth, Sharon. 2011. A report on the 'Traditional Indigenous Games within the Education Community' professional development sessions delivered for Cairns ATSIS, Department of Communities. Sharon Louth.
Overcoming the 'shame' factor: empowering indigenous people to share and celebrate their culture
Louth, Sharon. 2012. "Overcoming the 'shame' factor: empowering indigenous people to share and celebrate their culture." Fan, Si, Thao, Le, Quynh, Le and Yun, Yue (ed.) 2012 International Conference: Innovative Research in a Changing and Challenging World (AUAMII 2012). Phuket, Thailand 16 - 18 May 2012 Launceston, Australia.
Promoting healthy communities through an active curriculum
Louth, Sharon. 2011. "Promoting healthy communities through an active curriculum." Dodd, Graham D. (ed.) 27th Australian Council for Health, Physical Education and Recreation Conference (ACHPER 2011): Moving, Learning and Achieving. Adelaide, Australia 18 - 20 Apr 2011 Adelaide, Australia.