Evaluating the feasibility of the Education, Movement, and Understanding (EMU) program : a primary school-based physical education program integrating Indigenous games alongside numeracy and literacy skills

Narelle Eather, Nicholas Riley, Mark Babic, Andrew Bennie, John Maynard, Phil Morgan

Research output: Contribution to journalArticlepeer-review

Abstract

Purpose : The aim of this study was to develop, implement, and evaluate a 16-lesson integrated physical education program focusing on Indigenous games: Education, Movement, and Understanding (EMU). Method : The study aligned with current physical education, English, and mathematics syllabi and involved 105 children (9–12 years) from two primary schools (Awabakal Country, Australia; 2020). Children participated in sixteen 45–60 min EMU lessons over 8 weeks, with feasibility and preliminary efficacy outcomes assessed via mixed methods. Results : EMU was delivered successfully by the research team, with excellent student and teacher evaluations ( M  = 4.36–5.0 across 20 items). Improvements resulted for children’s cardiorespiratory fitness ( d  = 0.37, p  = .001), enjoyment of sport ( d  = 0.27, p  = .024), physical self-perceptions ( d  = 0.27, p  = .043), and academic achievement (spelling d  = 0.91, addition d  = 0.40, subtraction d  = 0.53, and division d  = 0.68). No significant changes in well-being or multiplication scores resulted. Conclusion : Our results provide support for the feasibility and preliminary efficacy of EMU as a beneficial and enjoyable integrated primary school physical education program.
Original languageEnglish
Pages (from-to)50-61
Number of pages12
JournalJournal of Teaching in Physical Education
Volume43
Issue number1
DOIs
Publication statusPublished - Jan 2024

Bibliographical note

Publisher Copyright:
© 2024 Human Kinetics, Inc.

Keywords

  • English
  • mathematics
  • culture
  • learning
  • curriculum
  • sport

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