Honouring Indigenous Culture in Physical Education and Sport

Inclusive Health and Physical Education (H&PE) programming that affirms and celebrates a variety of identities is crucial so that every student is empowered to experience feelings of belonging within H&PE and enjoy the lifelong benefits of healthy, active living.  

Without intentional planning and consideration from educators, H&PE learning environments are at risk of becoming sites of discrimination, exclusion and/or other harm for Indigenous students. 

The frameworks within the education system and H&PE learning environments are legacies of colonial and Euro-centric perspectives. They favour ways of understanding movement, physical activity, health and well-being that are deeply rooted in white capitalist values. This has led to a culture in H&PE that emphasizes individual achievement, competitive sports and the prevention of chronic disease and obesity, often at the expense of community connectedness, cultural diversity and holistic well-being.  

Indigenous students often encounter complex barriers to participation in H&PE and sport due to cultural insensitivity, blatant discrimination, lack of representation, limited access to culturally relevant resources, and financial, structural and geographical challenges.  

As part of recent decolonization efforts, land-based learning and other pedagogies rooted in cultural traditions and knowledge are re-emerging. These opportunities centre the knowledge, perspectives and values of First Nations, Inuit and Métis communities within H&PE and support the creation of inclusive learning spaces that allow Indigenous students—and all students—to thrive (McDonald, 2023; Miles & Huguenin, 2023). 

Read Ophea’s position statement on Indigeneity in H&PE (PDF).  

Stop, Start, Consider!: Honouring Indigenous Culture in Physical Education and Sport posters aim to support educators and school community members in reflecting on and adopting practices that can create affirming Physical Education (PE) environments for Indigenous students, especially those who experience multiple marginalizations based on intersecting identities. 

Inclusive teaching practices that affirm a wider range of lived experiences foster students’ feelings of belonging (Hernández & Darling-Hammond, 2022). These approaches also improve learning outcomes and are associated with positive mental health and well-being (Darling-Hammond & Cook-Harvey, 2018; Farrington, et al., 2012). 

For additional information, strategies and planning supports for culturally responsive and inclusive H&PE learning environments, explore Ophea’s Culturally Responsive and Relevant Pedagogy in Health and Physical Education resource.

The Stop, Start, Consider!: Honouring Indigenous Culture in Physical Education and Sport poster series was developed in partnership with various interest holders, subject matter experts (including Indigenous youth with lived experience) and community partners.