We often see sports like soccer, basketball, or badminton played in the gym and on the field, but it’s equally important to incorporate sports and games that promote cultural and historical awareness. 

But where does one start?

Mr. Barmak Badie wanted to bring purpose to each of his PHE classes, so he set out to find a way to merge physical activity and Indigenous Education.

Through his research and support from other PHE teachers, he found three Indigenous-inspired games that he felt promoted physical activity, aligned with the IB Learner Profiles, but also provided students an opportunity to learn and appreciate the rich cultural heritage of Indigenous Peoples: Lacrosse, Shinny, and Tatanka, Tatanka.

“Playing Indigenous-inspired games allow us to give credit where credit is due, but also to bring awareness to the wrongdoings of the past. Prior to my research, I thought of lacrosse as Canada’s national summer sport. Now, I know the sport was invented and played by Indigenous Peoples hundreds of years ago, that the National Lacrosse League was founded in Canada in 1867, and that Indigenous players were not allowed to compete. Knowing this and sharing the history of these games gives us an opportunity to create inclusive, respectful, and culturally diverse environments.” 

Which of the First Peoples Principles of Learning do you think this learning connects to? 

Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors.

Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place).

Learning involves recognizing the consequences of one‘s actions.

Learning involves generational roles and responsibilities.

Learning recognizes the role of Indigenous knowledge.

Learning is embedded in memory, history, and story.

Learning involves patience and time.

Learning requires exploration of one‘s identity.

Learning involves recognizing that some knowledge is sacred and only shared with permission and/or in certain situations.

Mr. Badie shares his discoveries &
connecting them to the IB Learner Profile

Lacrosse
Lacrosse is known as the “Creator’s Game” for Indigenous communities in North America and is considered one of the oldest known sports in the world. Indigenous communities that play lacrosse believe the Creator provided it for their enjoyment and as medicine. Participation has an added level of importance to honour and give back to the Creator through honest, disciplined participation.

This connects to my focus on being principled for Grade 4 and 5 students. We talk about balancing the desire to win a game with the equally important qualities of showing sportsmanship, following the rules, and being a caring competitor.

Shinny
As a hockey player myself, it was interesting to discover Shinny is a form of ice hockey that originated in Indigenous communities in Canada. Shinny was played on frozen lakes or ponds, using shinny sticks and balls traditionally made with things like wood, bones, and animal hide, and can look different depending on the community it is coming from. Today, shinny typically describes a recreational form of ice hockey played using hockey sticks and a puck, and often played without goalies.

When we play competitive games like Shinny, I see my students practice being caring, open-minded, and communicating with their team members. They are reflective and understand the value of trying their best and being proud of themselves.

Tatanka, Tatanka
This game is like a game of Tag. It was played by young children to teach them about hunting buffalo, which is an important source of food and material for some Indigenous communities. Children learn to run, catch, flee, and dodge so that when they’re older, they can join the hunt. When we play, one student is chosen to be Tatanka, the leader of the buffalo herd, and stands in the middle of the gym. The rest of the class lines up against a wall and then Tatanka calls out “Tatanka, Tatanka.” Students must run across the gym and try not to get tagged by Tatanka. If they are tagged, they become a part of the buffalo herd and try to tag other students in the next rounds.

As the herd grows, students in all roles demonstrate their strategic and critical-thinking abilities as they assess each round of the game while the dynamics quickly change.