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Perceptions of Canadian Indigenous teachers and students on movement integration in the classroom

Published online by Cambridge University Press:  14 February 2019

Serene Kerpan ,
M. Louise Humbert  and
Sylvia Abonyi
Serene Kerpan*
Affiliation:
Faculty of Health Sciences, University of Ontario Institute of Technology, 2000 Simcoe St N, Oshawa, ON L1H 7K4, Canada
M. Louise Humbert
Affiliation:
College of Kinesiology, University of Saskatchewan, 87 Campus Dr, Saskatoon, SK S7N 5B2, Canada
Sylvia Abonyi
Affiliation:
College of Medicine, Community Health and Epidemiology, University of Saskatchewan, Box 7, Health Science Building, 107 Wiggins Road, Saskatoon, SK S7N 5E5, Canada
*
Author for correspondence: Serene Kerpan, E-mail: [email protected]
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Abstract

The focus of this article is understanding the perceptions that Canadian Indigenous teachers and students have on a novel physical activity teaching method that is utilised in the classroom. We explore the role that physical activity plays in the healthy growth and development of children, with special attention to Indigenous children. Through participatory action research and qualitative methods, Indigenous teachers and students share their thoughts on physical activity in the classroom and the barriers and facilitators that exist to implementing classroom physical activity. This work is discussed in the context of the recent Truth and Reconciliation Commission of Canada and provides the reader with tangible suggestions for movement integration in the classroom.

Keywords

Movement integrationparticipatory action researchphysical activityqualitative research
Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 50 , Issue 1 , August 2021 , pp. 176 - 185
Copyright
Copyright © The Author(s) 2019

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