Grade 2 Traditional Aboriginal Sports Games

IntegratingFirstNationsandMetisContentandPerspective

Grade2

TraditionalAboriginalSportsGames

Name of Teacher: Maxine Gamble/Michelle Kavanagh

Name of School: Stobart Elementary Community School

School Division: Prairie School Division No. 246

Address of School: 616 Front Street Duck Lake SK. S0K 1J0

Rationale:Why it is important to add Aboriginal Content/perspective/worldview? How will it enhance the whole

learner….learning experience…?

This unit is a physical education unit that focuses on traditional Aboriginal sports games. Through these

games the students will learn to enhance their locomotor and non‐locomotor skills. They will

understand the benefits of working as a team, as well as learn about the history of the games.

One widespread American Indian belief is that you can learn while you play and play while you learn

(Bruchac, 2000).

Traditionally, all aspects of life were integrated for Aboriginal People. Work, play, leisure and

spiritualism were interconnected. Life was based on the need for fitness in order to survive; fitness of

the body mind and spirit (Miller, 2002).

IncorporatingMedicineWheelPhilosophy

Spiritual–ThestudentswillbeabletoexamineanddiscoverdifferentFirstNationsgames.Thestudentswillbeabletovaluethepurposeofthegamesaswellasappreciatethephysicalactivityandthebenefitsthatitholdsfortheirwell‐being.

Physical‐ThestudentswilldiscoverandparticipateinavarietyoftraditionalFirstNationsgames.Thestudentswillbecomeawareof,buildupon,andpracticetheirlocomotorandnon‐locomotorskills.

Emotional–The students will identify and share how physical activity makes them feel. They will

develop a better understanding of physical activity and the benefits it holds for their well‐being. The

students will be able to contribute to a team activity. Aboriginal students will develop a sense of identity

and enhance their self‐esteem through the awareness of First Nations games.

Mental–ThestudentswillacquireknowledgeofgamesthatwereplayedbyFirstNationspeopleandthepurposethesegamesserved.ThestudentswillbeactivelylearningthegamesplayedbytheFirstNationspeople.Thestudentswillbeabletoincorporatethesegamesintotheirdailylivestosharewiththefuturegenerations.

SuggestedResources:

Atimoyoo, P. (1980). Games of the Plains Cree. Saskatoon: Saskatchewan Indian Cultural Centre.

Atimoyoo, P. (1980). nehiyaw metawewina: Cree Games. Saskatoon: Saskatchewan Indian Cultural

Centre.

Bruchac, J. B. (2000). Native American Games and Stories. Golden: Fulcrum Publishing.

Miller, B. (2002). Our Original Games A Look at Aboriginal Sport in Canada. Ontario: Ningwakwe

Learning Press.

Websites

http://mathcentral.uregina.ca/RR/database/RR.09.00/treptau1/

Search engine – Aboriginal Games

http://www.manataka.org/page184.html

Search engine – Plains Cree games

http://www.gamesmuseum.uwaterloo.ca/VirtualExhibits/Inuit/english/index.html

Search engine – Traditional games of Canada

http://www.ainc‐inac.gc.ca/ach/lr/ks/rrds/spo‐eng.pdf

Search engine – Plains Cree Sports

AppendicesTableofContents

Appendix1BackgroundInformationofAboriginalGames

Appendix2RecreationinthePast

Appendix3GamesofSkill

Appendix1BackgroundInformationofAboriginalGames

Long,ago,thesurvivalofmanyIndianpeopledependedontheirskillsashunters.Thechildrenweretaughttheseskillsatanearlyageeitherbytheirfathersorbyplayingamongthemselves.Gamesfilledanimportantroleineducatingtheyoungbycultivatinglifeskillstogetherwiththeirphysicalandsocialdevelopment.

Theadultsalsohadgameswhichwereplayedpurelyforenjoyment.Theyweregenerallybasedongambling,AfavouritepastimeofmanyIndianpeople.

Newgamescouldbereceivedasgiftsfromotheranothertribeoratribecouldinvitesomeonetoteachthemanewgame.Childrenoftenplayedthesamegamesthattheirfathersonceplayedortheymightreceivetheminafamiliarfashiontothatoftheadults.Thegameswereusuallymodifiedinsomeformbyeachtribethatreceivedthem.Onegamecouldbeusedbymanytribes,eachusingtheirownvariations.Despitetheseslightdifferences,onetribewouldoftenchallengeanothertribeinsomeothertheirgames.Thisusuallyhappenedatthe“KOWETASQEEK”,atimewhencertaintribeswouldmeettogetherintimesofpeace.Sportsoftendominatedthesegatherings.Thebestrunnersorplayersfrombothtribeswouldcompeteagainsteachother,whilethespectatorsplacedwagersontheirfavourites.

Afterthetreatiesweresigned,manybandsfromoneagencywouldgathertogetherontreatydaytosocializewithothers.Duringtheday,theadultswouldspendtheirtimevisitingwithothersortakingpartingamblinggames.Thechildrenwereusuallybusyintrackandfieldeventsorracingponies.

Today,onmanyreserves,thesegamesarestillplayedbythechildrenonsportsdaysorwheneverthereisalargecrowdgathered.

Instructionsandequipmentusedtoplaythegamesaredescribedinamodifiedmethodinthisbook.Equipmenthasbeenadaptedtofitmaterialeasilyaccessibletoday.Attemptshavebeenmadetogivethestandardmethodofplaying,listingafewofthevariations.Technicaldetailssuchasrule,equipmentandfieldsizeareleftforthereadertodecide,althoughsuggestionsareincluded.Thegamehadonesimplerule:theballcouldonlybemovedwiththelacrossestick.Beyondthisrule,thegamewasplayedwithanequalnumberofplayersoneachteam.Therewasnolimitonthenumberofathleteswhocouldbegoaltendersorinoffensiveanddefensivepositionsatanygiventime.Withfewexceptions,lacrossewasmostlyplayedbymenandwasassociatedasareligiousriteofpassageorforwarriortraining(Atimoyoo,1980).

Appendix2RecreationinthePast

Therearemanydescriptionswithinearlyliterature,whichdetailrecreationalactivitiesofAboriginalpeopleacrossCanada.ItisclearthatthelifeoftheNorthAmericanIndianswasbynomeansanendlesssearchforfoodasothershavepicturedit.Infactthesystemofgoverningappearstohavebeenafairsystemofself‐control,allowingplentyoftimeoffforrecreation.Today,ourrecreation,sportandleisureinCanadahaveaEuropeaninfluencerootedinourcolonialpast.

Aboriginalpeoplehadplentyoftimeforrecreationasformsofsocialization,throughactivitiesthatprovidedrefreshmentsofhealthandspirit,aswellaseducationalinstruction.Timeandcircumstanceshavechangedmanyoftheseactivitiestoday.Nonetheless,veryfewactivitiesremainverymuchastheywererecordedlastcentury,whileothershavebeenadaptedtothechangingcircumstances.ThegameofLacrosseisagamethathastransformedwithalargeinfluencebyEuro‐NorthAmericanaffectingtheuniquecultureandsocialstructureofAboriginalpeopleandhowtheyplaythegametoday.

Inthepast,thesurvivalofmanyNorthAmericanIndianpeopledependedontheirskillsashunters.Childrenweretaughttheseskillsintheformifgamesandactivitiesatanearlyageeitherbyourelders,ourfathersorbyplayingamongstthemselves.Gamesandactivitiesfilledanimportantroleineducatingtheyoungbycultivatinglifeskillstogetherwiththeirphysical,socialandmentaldevelopment.

Gameswerereceivedasgiftsfromonetribetoanother.Manytribesplayedsimilargames,however,usingtheirownvariations.Despitetheseslightdifferences,onetribewouldoftenchallengeanothertribeinsomeoftheirgamesandactivities.Thisusuallyhappenedduringcelebrationswhentribeswouldmeettogetherinperiodsofpeace.Gamesandactivitiesoftendominatedthesegatherings.Thebestrunnersorplayersfrombothtribeswouldcompeteagainsteachother,whilethespectatorsplacedwagersontheirfavouriteteam,playerorrunner.

Afterthetreatiesweresignedintheearlynineteenthcentury,manyNationswouldgatherontreatydaystosocialize.Duringtheday,adultswouldspendtheirtimevisitingortakingpartingamesandactivities.Thechildrenwereusuallybusyincontestsliketrackandfieldeventsorplaywrestling,andtraditionalgames.Today,wecelebrateinternationalcontestsliketheNorthAmericanIndigenousGamesandtheArcticWinterGames.

Historically,thereweretwocommongames:

1) Gamesofchance,includingthemoccasin,hand,andstickgame;and2) Gamesofskill,includingball,target,andshootinggamesforthedevelopmentofhunting

skills.

Recreationwasnotonlylookedatasanactivity;itaffectedourculturedeeplythroughsonganddance.Inaddition,childrenwereencouragedtoexploretheworldthroughplay.Therewerealsocontestsofstrengthandendurancethatcameinmanyforms(Miller,2002).

Appendix3GamesofSkill

BallGamesBallgameswereverypopularamongmanyNorthAmericanIndians.Thesesgamesinvolvedagility,teamworkandskillinrunning,passingandthrowing.Sincemanyofthesegamesinvolvedhittingorpassingtheballwithastick,playershadtobealerttoavoidblowsfromtheiropponents.Threepopularversionswereplayed:Lacrosse,ShinnyandKeepAway.Occasionally,otherNationswouldcompeteagainstoneanotherinthesegames.

Shinnywasplayedintwobasicformats;inthesouthtiwasplayedwitharoundballandwasveryfamiliartothemoderngameoffieldhockey.WomenintheLowerGreatLakesareafrequentlyplayedthisgame.Inthenorth,theJamesBayCreeplayedshinnyonfrozenriverswithafrozenpieceofwood.This,inmanywayswasourearliestfromofhockey.

Inthesouth,shinnywasplayedwithaball.Fourtosixplayerswereoneachside;eachplayerwasequippedwithacurvedstick,resemblingamodernhockeystick,withwhichtheballishit.Thestickswereformedfromhickoryandtheywerecurvedonthebottomandwereonlyaboutfourfeetinlength.Itwasnotpermissibletotouchtheballwithanypartofthebody.Ateachendofthefield,objectsstickswereplacedinthegroundasgoallinemarkers.Thegamewaswonwhenonesidesucceededinsendingtheballacrosstheopponent’sgoalline.Therewerenorestperiods;thegamecontinueduntilonesidehadscored,therebywinning.Bothmenandwomenplayedbutnevertogether.

TheJamesBayCreeplayedshinnyonfrozenriverswithawoodenpuck.Theobjectiveofthegamewastoscoreonyouropponent’sgoal.Thisgameplayedwithsmallgroupsorevenlargegroupsdependingonthesizeofthecommunitywhowantedtoplay.Thegamedidnotworryaboutruleslikeoff‐sideortoomanyparticipantsontheice.

InthePlainsdistrictofCanada,aballgamecommonlyreferredtoasKeepAway,wasplayedeverywherebybothsexes,eitherindividuallyorinteams.Inthelattercase,theballwasthrownfromonetotheotherastheparticipantstriedtointerceptitwhilestillintheair.Sometimes,gamesliketossingtheballcouldbeclassedasadevelopmentalgameforthemoderngameofvolleyball.Itwasalsooneofthegamesthatwomenparticipatedin.Alargeballwasusedandtheobjectiveofthegamewasforplayerstovolleytheballbackandforthoraroundacircleofpeople.Whenaplayermissedtheballheorshewouldbeoutandsomeoneelsewouldreplacethem.Thewinneristheplayerwhohadnotmissedtheballwheneveryoneelsewasout.

LacrosseLacrosseisoftenreferredtoastheoldestathleticcompetitionplayedinNorthAmerica.Accordingtomostaccounts,itsthemostcommongameplayedbyNorthAmericanIndians.

Theoriginalgameoflacrossewasoftenacontestbetweentwovillagesortribes,withupto500or600playersoneachteamplayingoverafiledthatcouldvaryfromseveralhundredmetrestoseveralkilometresinsize.

Thegamehadonesimplerule:theballcouldonlybemovedwiththelacrossestick.Beyondthisrule,thegamewasplayedwithanequalnumberofplayersoneachteam.Therewasnolimitonthenumberofathleteswhocouldbegoaltendersorinoffensiveanddefensivepositionsatanygiventime.Withfewexceptions,lacrossewasmostlyplayedbymenandwasassociatedasareligiousriteofpassageorforwarriortraining.Infact,historically,itisviewedinaholisticmanner.

ContestofStrengthandEnduranceContestsofstrengthandendurancewereoftenheldandwageswereplacedontheiroutcome.Wrestlingboutswereofseveraltypes.Theloserwasthefirstmantobedownontheground.Twofallswerenecessarytowinabout.Yetanotherwayofwrestlingwastolockfingersatarmslengthwitheachcontestantpullingtheotherforward.Footraceswereverycommonandwereusuallyovercoursesofseveralmiles.

TargetGamesHistorically,targetgamesinvolvedskilldevelopmentforhuntingandwerefrequentlyplayedbyyoungmen.Theideawastoofferfunexperienceswhilelearningrelevantlifeskills.Traditionally,sometribessurvivedonlybyhunting,gatheringofberries,andinsomeregions,farming.Thecommunityalwaysheldagoodhunterinhighesteem,asheprovidedfood,dressandothernecessitiesforthecommunity.Huntingskillsweredevelopedatanearlyage,largelythroughgamesandactivities.TargetgamesinthePlainsweresimilartootheruniversalgameslikeshootingarrows.Thepurposewastodevelopaccuracyintheuseofthebowandarrowtodevelophandandeyeco‐ordination.Asonebecameskilled,hecouldcompeteinthemoredifficultgamesliketheHoopGame,anotherpopularleadupgamefordevelopinghuntingskills.

Manytargetgamesservedalsoassocialpasttimes.Thesegamesandactivitieswereplayedbyallagesandbothsexesinsomevariedforms.ShootingArroworHoopGamewasplayedmanyyearsagoduringthesummermonths.Youngmenwouldgathertogethertotesttheirskillinarcher.TheobjectiveoftheShootingArrowgamewastoleananarrownexttoatargetarrowandseewhocouldshoottheirarrowclosesttothedesignatedtargetarrow.TheShootingArrowgamecouldbeplayedbetweentwoteamsconsistingoftwoplayerseach.Oneoftheplayerswouldshootatargetarrowtenorfifteenmetersaway.Eachplayerwasgivenasetamountofarrowstobedeterminedbeforethegamewouldstart.Ifoneplayerwassuccessfulhewouldreceiveallthearrowsaswellasanywagesthatmighthavebeenplaced.Oncethegamewasbecomingtooeasytheywouldasstheelementofmovingtarget,whichwasahooptheywouldrolldownahillorrollacrosstheplains.TheobjectivebehindtheHoopGamewastoactasalead‐uptohuntingrealmovingtargets(Miller,2002).

DeeperUnderstandingQuestions

Howdoesphysicalactivitybenefityourwell‐beingphysically/mentally/emotionally/spiritually?

Wasthegameusedforthepurposeofskilldevelopmentorsocialization?

Whatvaluesareneededwhenplayingwithateam?

Doesbeingabletoworkwithateamenhanceyourself‐worth?

Doesphysicalactivityenhanceyourself‐worth?

Areyoufamiliarwithanyofthegames?Ifso,whichone?Whydoyouthinkthisgameisstillaroundtoday?

Wheredidtheequipmentneededforthesegamescomefrom?

Howdidgatheringfor“games”enhancethelifeofFirstNationspeople?

Howdoesplayingthesegamesenhanceyourlife?

OutcomesforBallGames2.5 Manipulative Skills ‐ Explore, express, and apply, with guidance, a variety of ways to skillfully move objects while participating in movement activities, including at a: • control level of skill when: • throwing • catching (collecting, gathering) • kicking • progressing‐towards‐control level of skill when: • hand dribbling • foot dribbling • striking objects with hands • striking objects with short‐handled implements (e.g., short‐handled racquets, paddles).

Use performance words (e.g., “look at the ball”, “step forward”, “backswing”, “follow through”) to demonstrate understanding of performance cues language associated with skillful sending and receiving of objects.

Control Level of Skill:

Throw small objects (e.g., whiffle balls, bean bags) both overhand and underhand, with one hand, while looking at target and standing with hips open to the throwing arm side of the body, pointing non‐throwing shoulder towards target, rocking backward and then stepping forward with the opposite foot from throwing arm, with hips and spine rotating to open to side of throwing arm, elbow flexing and held away from the body, non‐throwing arm raising to shoulder level and pointing in direction of intended target, throwing arm extending backward into the backswing, and then throwing arm moving forward through release as non‐throwing arm moves downward, and after release, throwing arm moves to a follow through in the direction of intended target.

Throw/roll small objects (e.g., bean bags, balls) along the ground, in intended direction.

Progressing‐towards‐control Level of Skill:

Explore, with guidance, throwing and catching, kicking and receiving objects while moving (e.g., walking, jogging, skipping, sliding).

2.6 Movement Variables ‐ Vary the performance of the body, while performing locomotor, non‐locomotor, and manipulative skills by applying the basic movement variables of: • space (general space, levels, directions, pathways, and extensions) • effort (time/speed, force, and flow) • relationships (with objects and with others).

Send and receive objects at different levels and with varying effort (e.g., catch a ball thrown high in the air; throw a ball over a bench; kick a ball slowly on the ground).

2.8 Strategies and Skills ‐ Apply a repertoire of strategies and skills, with guidance, for and through active participation in a variety of movement activities including: • low‐organizational, cooperative, and inventive games involving locomotor and non‐locomotor skills (e.g., tag games, follow‐the‐leader, fox and geese, parachute play, hopscotch) • target games (e.g., ring or hoop toss, bowling, bocce ball, curling) • alternate environment activities and games (e.g., hiking, skating, aquatics, orienteering, cross‐country, skiing, cycling, dog sledding, tobogganing).

Describe and incorporate strategies for play that will support deeper understanding of, and engagement in, specified movement activities (e.g., tag games ‐ move into open spaces, hide behind other people, move only when the ‘it’ person is getting close; bocce ball ‐ release the ball close to the ground so it will roll on the ground and not fly through the air).

Describe and demonstrate respect for the natural environment when participating in outdoor movement activities.

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Lacrosse racquets or a piece of hardwood approximately 3 feet in length and about four inches in diameter. One end of the stick must be flatter and thinner than the rest. The thin end is curved into a U‐ring, at least four inches in diameter. Eight to ten holes are drilled around the ring. Leather thongs are woven through the holes so that they cross in the centre. The lacing should be slack enough to form a netted pocket about two inches deep

A soft ball small enough to be carried in the pocket of the sticks

A soccer or football field may be used. Traditionally the game was played on a very large field up to a mile long. Today the game of Lacrosse is often played on a floor hockey field

Two posts on either side of the field may be used as goals. Hockey goalposts serve the purpose well

HOW TO PLAY

1. The game is played by any number of players divided into two teams. 2. Each team includes a goalie, guards and forwards. 3. The game begins when the ball is tossed high into the air at centre field.

The ball can also be placed between the sticks of the two team captains. 4. The players pass the ball to each other using their sticks and try to throw

the ball between the goal posts. 5. The players must not touch the ball with their hands or feet. It can only be

passed between players. 6. The first team to reach the agreed game score wins the game.

OutcomesforTargetGames2.5 Manipulative Skills ‐ Explore, express, and apply, with guidance, a variety of ways to skillfully move objects while participating in movement activities, including at a: • control level of skill when: • throwing • catching (collecting, gathering) • kicking • progressing‐towards‐control level of skill when: • hand dribbling • foot dribbling • striking objects with hands • striking objects with short‐handled implements (e.g., short‐handled racquets, paddles).

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Throw small objects (e.g., whiffle balls, bean bags) both overhand and underhand, with one hand, while looking at target and standing with hips open to the throwing arm side of the body, pointing non‐throwing shoulder towards target, rocking backward and then stepping forward with the opposite foot from throwing arm, with hips and spine rotating to open to side of throwing arm, elbow flexing and held away from the body, non‐throwing arm raising to shoulder level and pointing in direction of intended target, throwing arm extending backward into the backswing, and then throwing arm moving forward through release as non‐throwing arm moves downward, and after release, throwing arm moves to a follow through in the direction of intended target.

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Demonstrate an understanding of relationships by performing a variety of movements (e.g./

beside, under, through, in front of, behind, even with, onto, on, over, and off) using various

pieces of equipment and available objects such as folding mat, branches, bench, box, rocks,

hoop, balls, rope, logs, parachute, and climbing apparatus, alone and with others.

2.8 Strategies and Skills ‐ Apply a repertoire of strategies and skills, with guidance, for and through

active participation in a variety of movement activities including: • low‐organizational, cooperative,

and inventive games involving locomotor and non‐locomotor skills (e.g., tag games, follow‐the‐leader,

fox and geese, parachute play, hopscotch) • target games (e.g., ring or hoop toss, bowling, bocce ball,

curling) • alternate environment activities and games (e.g., hiking, skating, aquatics, orienteering, cross‐country, skiing, cycling, dog sledding, tobogganing).



2.9 Safe Behaviours – Examine and express the purpose of rules, procedures, etiquette, and safe

behaviours and apply them while participating in a variety of movement activities.

Recognize the importance of practising safe behaviours (e.g., follow directions, perform within

personal limits, accept the limits of space, understand safety rules related to the space and

equipment) alone and with others.

MUSEETOWEN (WRESTLING)

Wrestling served an important function in developing an alert mind altogether with a strong

and agile body. These qualities were essential to the survival of Indian people long ago. Through

wrestling, young boys could also test their strength against each other in a friendly way

(Atimoyoo, nehiyaw metawewina: Cree Games, 1980).

HOW TO PLAY

1. Head Over Heels: For head‐over‐heels wrestling, opponents lie on their backs with their feet together. Then they sit up and lock arms and legs. The winner is the one who can pull the other over on his back.

2. Back Wrestling: In the back wrestling, opponents kneel back to back. They are tied together around their chests. Each pulls forward to try and yank the other over backwards.

3. Stick Wrestling: Stick wrestling requires a stick tapered at both sides, approximately 2’ long. Players sit facing one another, knees up and feet touching. Each grabs one end of the stick and tries to pull the other on to his feet. Contestants can try this without the stick by simply locking fingers at arm’s length.

4. Leg‐lock Wrestling: Players lie side by side with their heads pointing in opposite directions. Each raises the leg closest to his opponent three times. On the third count, they interlock legs. Whoever is forced to flip over loses, according to Wilfred Chocan of Onion Lake.

Grade 2 Traditional Aboriginal Sports Games

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Transcript of Grade 2 Traditional Aboriginal Sports Games