A bibliography of the traditional games of Australian Aboriginal and Torres Strait Islander peoples

Aboriginal and Torres Strait Islander peoples of Australia are recognised as being associated with some of the world's oldest continuing cultures. Over tens of thousands of years the first peoples of Australia adapted to a changing environment. They developed a unique way of life which involved a deep spiritual attachment to the land, a strong sense of community, and an ability to draw upon their traditions and the ability to respond to change. Games and pastimes of various descriptions have always been an integral part of the cultures of Australian Aboriginal and Torres Strait Islander peoples. Since the time of first European settlement a significant amount of information has been recorded about these. This bibliography has been produced to provide an awareness of traditional games undertaken by Australian Aboriginal and Torres Strait Islander peoples and to encourage further study of these as part of an understanding of the sporting heritage of Australia

A bibliography of the traditional games of Torres Strait Islander peoples

Torres Strait Islander peoples have their own unique cultures and while many aspects of these have disappeared, been diluted or transformed over time the prevailing nature and values of these cultures still exert a strong influence on the identity of the people. Games and pastimes of various descriptions have always been an integral part of the cultures in the Torres Strait Islands. Games traditionally placed emphasis on the development, preparation, and maintenance of physical skills of the children and youth, while the dances expressed more the core beliefs as well as environmental, communal, and personal happenings throughout life. This bibliography has been produced to provide an awareness of play cultures undertaken by Torres Strait Islander peoples and to encourage further study of these as part of an understanding of the sporting heritage of Australia

Indigenous traditional games - planning resource

The activities outlined in this resource are a contribution towards the implementation of Indigenous Traditional Games across the education curriculum from Kindergarten level to Year 12 (K-12). This booklet, Indigenous Traditional Games – Planning Resource, is designed to provide information relevant to planning activities based on the extensive range of games outlined in the book, Yulunga: Indigenous Traditional Games. The Yulunga: Indigenous Traditional Games package was developed for the Australian Sports Commission (ASC) in 2009 by Ken Edwards with assistance from Indigenous co-researcher Troy Meston. The Yulunga program was designed as part of a consultancy to the ASC and has been available at no cost. Due to the ongoing interest and use of this program and the inclusion of Indigenous Games in the Australian Curriculum for HPE this resource, based on many requests, has been developed

A typology of the traditional games of Australian Aboriginal and Torres Strait Islander peoples

This publication is designed to outline information on traditional games and details relevant to A Typology of the Traditional Games of Australian Aboriginal and Torres Strait Islander Peoples. The typology has been developed as a result of an extensive review of information on traditional games which has been researched over many years. The use of a typology provides a convenient way of classifying and organising the body of knowledge about the traditional games in Aboriginal and Torres Strait Islander cultures. It also allows for a greater understanding of the similarities and differences between different types of traditional games and provides the opportunity to identify their integration within culture as well as with other cultural aspects

Yulunga: traditional indigenous games

The games outlined in this resource are considered primarily as a contribution towards the implementation of Indigenous Australian perspectives across the education curriculum, from Kindergarten to Year 12 (K–12). It is recommended that local elders are consulted and invited to be involved in some way prior to undertaking any unit of work or special event using the Traditional Indigenous Games

Trans-Pacific doctoral success – A collaborative cohort model

The San Jose Gateway PhD program is a doctoral partnership between the School of Information at San Jose State University (SJSU) in the USA, and the Information Systems School at the Queensland University of Technology (QUT) in Australia. Because of Californian legislation, SJSU has not been able to offer PhD degrees. The Gateway Program therefore provides a research pathway for SJSU’s coursework students. It also helps the School to grow the research capacity of academic staff. For QUT, the Program provides the opportunity to advance research agendas and to build strong international connections and partnerships. The Program began in 2008. It is a distance-delivered cohort-based scheme with new students commencing in August of each year. All students are enrolled as part-time students in QUT’s Doctor of Philosophy. Each student is assigned supervisors from both universities. In addition to individual and group supervisory meetings, all students and supervisors meet in a virtual meeting space once a month. The online monthly meetings are supplemented by two residential events each year: (i) a one week face to face residential in August at San Jose State University, and (ii) an online residential in March. This paper will critically reflect upon this unique Program, which has led to high quality research outcomes, rapid completions, and noteworthy graduate employments. Critical consideration of the challenges and future proofing of the approach will also be explored

RECONCILING APPROACHES – A GAME CENTRED APPROACH TO SPORT TEACHING AND MOSSTON’S SPECTRUM OF TEACHING STYLES

During the late 1960s and into the 1970s game-based approaches to sport teaching and coaching emerged in scholarly literature on sport and physical education teaching. Game based pedagogical approaches for games and sport teaching have been distinguished by some authors through the more prominent emphasis on guided discovery teaching and student/athlete reflective thinking than what occurs in the more historically common sport-as-sport techniques approach typified by a demonstration-replication, or ‘transmission’, method of instruction. However, guided discovery is also associated with another teaching approach that emerged in the 1960s, Style F of Mosston’s Spectrum of Teaching Styles. In this paper we posit that rather than be seen as competing approaches, game-based approaches and The Spectrum of Teaching Styles should be seen as complementary as both are governed by a fundamental proposition – pedagogical decision making. In particular, due to the Spectrum of Teaching Styles non-versus approach, it is theoretically impossible/contradictory for the Spectrum to be in opposition to or compete against any pedagogical approach. Our purpose is to examine two Game Sense learning episodes and to identify the decisions being made between the teacher and student/s. This will then allow these two Game Sense learning episodes to be placed on the Spectrum of Teaching Styles. By doing this it will detail  important pedagogical concepts and unify pedagogical decision making that take place when sport and games teaching is taken across the ‘discovery barrier’ and into an intentionally designed space to develop ‘thinking players’. In the Australian educational landscape, this discussion is timely given the Australian Curriculum Health and Physical Education key ideas to focus on both content and pedagogies that are educatively focused with an inquiry approach.  Article visualizations

Teaching Economics Principles as Part of Development Studies

SUMMARY The article starts from the proposition that present divisions in the subject of economics, its practice and teaching, are due to the existence of fundamental irreconcilable differences, which can be characterised as alternative theories of value. Three such theories are briefly outlined; the subjective preference theory which starts from the proposition of individual utility maximisation and logically derives monetarist policy; cost of production theory which sees the complex technical interrelationships of industrial society as demanding active, detailed state intervention to regulate and coordinate; and abstract labour theory, with the tensions of class struggle finding their reflection in political activity and threatening the position of the commodity relationship as the basis of social existence under capitalism. The authors suggest that teaching economics principles would be better organised if these different theories of value were taught sequentially as internally consistent rival schools of thought. RESUME L'enseignement des principes économiques dans le cadre des études sur le développement L'article part de la proposition que les divisions actuelles dans l'étude de l'économie, sa pratique et son enseignement sont dues à l'existence de différences fondamentales irréconciliables qui peuvent être caractérisées comme des théories de valeur rivales. Trois de ces théories sont brièvement décrites; la théorie de la préférence subjective qui part de la proposition de la maximisation de l'utilité individuelle et aboutit logiquement à une politique monétaire; la théorie du coût de production qui considère que les interrelations techniques complexes de la société industrielle exigent une intervention de l'état active et détaillée pour assurer une direction et une coordination; et la théorie abstraite du travail, selon laquelle les tensions de la lutte de classe se reflètent dans l'activité politique et menacent la position du rapport des marchandises comme base de l'existence sociale sous un régime capitaliste. Les auteurs suggèrent que l'enseignement des principes économiques serait mieux organisé si ces différentes théories de valeur étaient enseignées en séquence comme étant des écoles de pensée rivales et intérieurement conséquentes. RESUMEN Enseñanza de los principios económicos como parte de los estudios de desarrollo El artículo comienza declarando que las divisiones actuales del tema de economía, su práctica y enseñanza, se deben a la existencia de diferencias fundamentales irreconciliables que se pueden caracterizar como teorías alternativas del valor. Se reseñan brevemente tres de dichas teorías: la teoría de preferencia subjetiva que comienza basándose en la maxi?mización de la utilidad individual y lógicamente deriva en la política monetarista; la teoría sobre costo de producción que contempla las complejas relaciones técnicas de la sociedad industrial como una exigencia activa y detallada en favor de la intervención estatal para la reglamentación y coordinación; y la teoría abstracta del trabajo, con las tensiones creadas por la lucha de clases que se reflejan en la actividad política y amenazan la posición de la relación entre productos básicos como la base de la existencia social bajo el capitalismo. Los autores sugieren que la enseñanza de los principios económicos podría organizarse mejor si se enseñasen estas diversas teorías del valor de manera consecutiva como escuelas rivales de ideas con consistencia interna