An Exploration of Indigenous Peoples' Perspectives of Physical Literacy

Autor/inn/en	Nesdoly, Autumn; Gleddie, Douglas; McHugh, Tara-Leigh F.
Titel	An Exploration of Indigenous Peoples' Perspectives of Physical Literacy
Quelle	In: Sport, Education and Society, 26 (2021) 3, S.295-308 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nesdoly, Autumn) ORCID (Gleddie, Douglas) ORCID (McHugh, Tara-Leigh F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2020.1731793
Schlagwörter	Indigenous Populations; Multiple Literacies; Physical Education; Physical Activities; Athletics; Athletic Coaches; Mentors; Attitudes; Indigenous Knowledge; Student Centered Learning; Metacognition; Culturally Relevant Education; Spiritual Development; Interpersonal Relationship; Foreign Countries; Youth Programs; Knowledge Level; Canada + Suchen Sie Ihr Suchwort? Sinti und Roma; Körpererziehung; Sportunterricht; Leichtathletik; Attitude; Einstellung; Verhalten; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Ausland; Jugendsofortprogramm; Wissensbasis; Kanada
Abstract	Physical literacy is a key focus within physical education and sport policy and practice in Canada. Although physical literacy has been suggested to benefit the general population, the experiences of Indigenous peoples are noticeably absent in the physical literacy literature. To facilitate meaningful and inclusive sport policies and programmes in Canada, it is necessary to develop a physical literacy evidence-base that is grounded in the voices of Indigenous peoples. The purpose of this research was to explore Indigenous peoples' perspectives of physical literacy. Two research questions were used to guide the research process: (a) how do Indigenous coaches, educators, and youth mentors understand physical literacy?, and (b) what is the role of Indigenous coaches, educators, and youth mentors in facilitating physical literacy among Indigenous youth? Eleven Indigenous educators, coaches, and youth mentors served as collaborators in this community-based participatory research. One-on-one and sharing circle interviews were used to generate data. Collaborators' understandings of physical literacy, and their role in facilitating physical literacy among Indigenous youth, are represented by five themes: (a) wisdom sharing (b) being mindful in teachings, (c) youth-centered approaches, (d) culture and spirituality as part of being active for life, and (e) relational support. Findings from this research contributes to a more in-depth understanding of physical literacy in the research literature, and how the concept is understood in practice. Importantly, findings from this research highlight several suggestions for facilitating physical literacy among Indigenous youth that may support future physical education and sport initiatives that are inclusive of, and meaningful to, Indigenous youth. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01