Investigating Indigenous games as Indigenous knowledges and perspectives in PETE: a systematic literature review

Bonato, Gabryella Sena Lopes; Dinan-Thompson, Maree; Salter, Peta

doi:10.1080/25742981.2023.2218350

Cited by 4 publications

(1 citation statement)

References 104 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Games, besides providing a context for most of the learning associated with children's lives, offer them an environment to learn about their own culture. 59 Most traditional games require advanced levels of fine and gross motor skills to be performed proficiently. 60 Such a game significantly reinforces an entertaining and delightful environment, rapidly becoming one of the students' favorite activities.…”

Section: Discussionmentioning

confidence: 99%

Be More Active with Traditional Games: Traditional Review

HASSANI,

AFAZELI

2024

Turkiye Klinikleri J Sports Sci

View full text Add to dashboard Cite

The natural growth pattern of a child shows that there is an upward trend in all cognitive, perceptual, sensory-motor, emotional, and social aspects. 1 Based on the background, the importance of movement in the growth and refinement of perceptual, verbal, visual abilities and their coordination with muscles, as well as the child's nervous system, has been confirmed. A child has a strong inclination towards movement, and this always profoundly impacts their life. 2 The industrialization of countries and living in apartments has led to sedentariness in children. This lack of movement, in addition to health problems, has

show abstract

Section: Discussionmentioning

confidence: 99%

Be More Active with Traditional Games: Traditional Review

HASSANI,

AFAZELI

2024

Turkiye Klinikleri J Sports Sci

View full text Add to dashboard Cite

show abstract

Critical policy analysis of Indigenous knowledges and perspectives within health and physical education: moving beyond the past

Bonato

2024

Curric Perspect

View full text Add to dashboard Cite

The ideology of a national curriculum is to facilitate and nurture a nation’s aspirations for future generations. The curriculum must provide a balance between recognition of cultural history and global contexts for 21st century learners. However, what constitutes effective policy reform to achieve future goals is always open to debate. Over the past decade, the Australian Professional Teacher Standards have increasingly emphasised the requirement for educators to demonstrate enhanced knowledge and understanding of Aboriginal and Torres Strait Islander peoples, their histories, and cultures. As such, there has been a renewed focus to ensure that Indigenous knowledges and perspectives are embedded and ultimately enacted within the Australian Curriculum: Health and Physical Education (AC: HPE). A critical policy analysis was undertaken to investigate the evolution of the effectiveness and representation of Indigenous knowledges and perspectives within the AC: HPE Version 9 and to explore tensions arising from an Indigenous standpoint. The findings revealed evidence of cultural inclusiveness and reconciliation discourse across the curriculum context (within the content elaborations), albeit with varying degrees of prominence in each and with particular emphasis of specific contexts. Examination of the curricula yielded three primary tensions: (i) Disruption of Western ideologies; (ii) Indigenous self-determination; and (iii) Power dynamics. A positive contribution to the field, revealing a lack of substantive progress with embedding Indigenous knowledges and perspectives within HPE, the results of this study provide direction for policy makers and curriculum developers when further incorporating Indigenous knowledges and perspectives within the AC: HPE.

show abstract