Fourteenth International Conference on Sport & Society

Abstract

Health inequities reinforce intergenerational trauma and poor health for Aboriginal and Torres Strait Islander children. These poorly understood health inequities lead to teaching practices that fail to meet the needs of Aboriginal and Torres Strait Islander children. Targeted socio-emotional learning (SEL) has been shown to empower children through school preparedness, promoting prosocial behaviour, building identity, and developing self-confidence. New research, untested with Aboriginal and Torres Strait Islander peoples, highlights that movement-based educational practices can better facilitate SEL in the fight against health inequities. The current research will link the use of movement-based education practices and subsequent sports participation to the development of SEL. The inclusion of this pedagogical practice will target outcomes of long-term SEL benefits as well as enhance physical health outcomes. The aim of the current research is to investigate the importance of Educators utilising movement-based methods of teaching for Aboriginal and Torres Strait Islander children. Utilising Indigenist Research Methodology this study will uptake Dadirri (deep listening) and Ganma (Knowledge Sharing) ensuring voices of the Yarrabah community are privileged and empowered. This involves community co-design, delivery and evaluation of a movement-based program aiming to improve SEL and physical literacy, overall impacting health equity outcomes for Aboriginal and Torres Strait Islander children. This innovative work seeks to link between movement-based learning and SEL for Aboriginal and Torres Strait Islander children. This pedagogical style is investigated to determine a positive impact on health and wellbeing through physical literacy programs that develop SEL skills.