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Inclusion and engagement through traditional indigenous games: enhancing physical self-efficacy
Louth, Sharon Jamieson-Proctor, Romina
Louth, Sharon
Jamieson-Proctor, Romina
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 postintervention 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
Date
2018
Type
Journal article
Journal
International Journal of Inclusive Education
Book
Volume
22
Issue
8
Page Range
1-15
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
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Source URL
Event URL
Open Access Status
License
File Access
Controlled