An investigation into the impact of traditional Indigenous games (TIG) on primary school students and their teachers.
PhD Thesis
Title | An investigation into the impact of traditional Indigenous games (TIG) on primary school students and their teachers. |
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Type | PhD Thesis |
Authors | |
Author | Louth, Sharon |
Supervisor | Jamieson-Proctor, Professor Romina |
Institution of Origin | University of Southern Queensland |
Qualification Name | Doctor of Philosophy |
Number of Pages | 229 |
Year | 2014 |
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 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 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 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 |
Keywords | Australian, Indigenous, curriculum, TIG, traditional indigenous games, games, traditional, primary, school, students, teachers, education |
ANZSRC Field of Research 2020 | 450299. Aboriginal and Torres Strait Islander education not elsewhere classified |
Byline Affiliations | School of Teacher Education and Early Childhood |
https://research.usq.edu.au/item/q319x/an-investigation-into-the-impact-of-traditional-indigenous-games-tig-on-primary-school-students-and-their-teachers
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