127 Session 1: Traditional Games

Purpose Participating in traditional Native American games enhances physical health. Playing games is an appropriate activity for students, developmentally, to foster their physical health. It is possible to incorporate a spiritual component into physical health, providing more meaning and cultural relevance to the interventions. Fostering physical health can improve mental and emotional

health, increasing the Native American student’s overall health and wellness. Preparation/

Supplies Tennis ball, sticks (long and short), lacrosse rackets

Read the game descriptions and additional resources to become familiar with the games. Choose materials that you currently have or that are easy to obtain to modify the game. Plan the session around a time where the weather will cooperate to do the activities outdoors, if possible. Plan the session during a time when the gym is available.

Group size & Timeline

Group size: • 3-10

• Age should be taken into account. The younger the clients, the smaller the group size.

Note: Can be done individually instead of in group as well.

Timeline:

1, 30-minute session

Goals By the end of the session:

1. The child will identify and describe at least 2 games they can play to enhance physical health

2. The child will practice at least 2 culturally relevant games to enhance physical health

Rationale of Activity

Traditional, cultural games provide more meaning and relevance to Native American students than games that are not culturally relevant. Introducing culturally relevant games is likely to increase a spiritual connection, motivation, and enable them to improve their physical health. Physical health is a component of the person in the CMOP-E and the article by BigFoot and Schmidt (2010) (Polatajko, Townsend, & Craik, 2010). Addressing physical health is a critical component addressing the whole person.

128 Cultural

Components

Incorporating traditional games into interventions is a way of facilitating physical health in a culturally relevant manner. Involving family and friends to play the games with the child also incorporates the value of family. There is a historical factor in the suggested games, promoting a feeling of connectedness to one's ancestors who may also have participated in these games.

Precautions There is a chance that the students could get hurt when playing these games. Be prepared: know where the first aid kit is, where the school nurse is, etc. in case of an injury.

Steps 1) Introduction/Warmup: Ask the students what games they like to play for fun. Talk about why they like the games or what they enjoy the most about the games. Ask how they learned to play the game and who taught them. Have them teach you the game, if appropriate, either during this session or at another time.

2) Describe each game before actively participating. Ask if the students have heard of them before or if they know anything about them.

o Lacrosse game: Use a ball and a scoop-shaped racket to catch and carry the ball. Two teams oppose each other with goal at each end. The goal on each side consists of a single stick 2-3 feet high. The purpose of the game is to get the ball past the goal or to hit the goal with the rackets, and not hands. (Densmore, 1979).

o Women's ball game: The purpose of the women's ball game is to score goals. Played with two opposing teams, a pair of short sticks tied together, and a pair of longer sticks also tied together. Requires running and tossing the short sticks across the field (typically 300 feet long). A goal is made when the short sticks hit the lone goal post, a stake in the ground (Densmore, 1979). 3) Encourage the students to play these games with their friends at recess,

or their friends or family at home outside of school.

4) Conclusion/Wrap-up: Ask the students to recall the games they played, what they liked/disliked. Ask them to explain the games to you so that you can ensure they remember the steps correctly, when they explain it to their friends and family later on.

Adaptations Setting up these games to play one-on-one involves a smaller playing field and altering the game rules. Depending on the student's motor coordination skills, aspects of the games may need to be modified to be the just right challenge for the students. Additionally, the materials may need to be modified if you are unable to acquire them, or if the child is unable to properly handle them (I.e. use straws, pom-poms, ping pong balls, rulers, hockey sticks, etc.).

129 Outcome

Criteria

The outcomes of this session should:

a. Facilitate knowledge about culturally relevant games to act as protective factors and enhance physical health

b. Practice culturally relevant games to enhance physical health

Promote physical health and occupational performance from understanding and practicing culturally relevant, traditional games.

Resources BigFoot, D. S. & Schmidt, S. R. (2010). Honoring children, mending the circle: Cultural adaptation of trauma-focused cognitive-behavioral therapy for American Indian and Alaska Native children. Journal of Clinical Psychology, 66(8), 847-856. doi: 10.1002/jclp.20707.

Densmore, F. (1979). Chippewa customs. St. Paul, MN: Minnesota Historical Society Press

Polatajko, H.J., Townsend, E.A. & Craik, J. (2010). Canadian Model of Occupational Performance and Engagement (CMOP-E). In Enabling Occupation II: Advancing an Occupational Therapy Vision of Health, Well-being, & Justice through Occupation. E.A. Townsend & H.J. Polatajko, Eds. Ottawa, ON: CAOT Publications ACE. 22-36 Retrieved from https://vula.uct.ac.za/access/content/group/9c29ba04-b1ee- 49b9-8c85-

9a468b556ce2/Framework_2/pdf/The%20Canadian%20Model%20of %20Occupational%20Performance%20and%20Engagement.pdf. U.S. Lacrosse. (2016). History. Retrieved from

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