Embodied Traditions: A Qualitative Exploration of Cultural Identity Through Indigenous Physical Education Practices

Sherelaida Dais-Mohadali

doi:10.63931/ijchr.v7iSI2.189

Authors

Sherelaida Dais-Mohadali Tawi-Tawi Regional Agricultural College

DOI:

https://doi.org/10.63931/ijchr.v7iSI2.189

Keywords:

indigenous physical education, cultural identity, embodied knowledge, traditional games, intergenerational transmission, ritual movement, ethnography, cultural resilience, Indigenous pedagogy, youth engagement

Abstract

This study examines the role of Indigenous physical education (PE) practices, such as traditional dances, games, and rituals as powerful embodied expressions of cultural identity and intergenerational knowledge transmission. Employing a qualitative research design anchored in ethnographic and phenomenological approaches, the study engaged twelve participants from two Indigenous communities. These included elders, cultural practitioners, educators, and youth. Data were collected through in-depth interviews, participant observation, and community immersion. Thematic analysis revealed that Indigenous PE practices transcend the conventional notion of physical activity; they function as vital vehicles for storytelling, spiritual expression, and cultural affirmation. Such embodied practices carry ancestral memory, uphold communal values, and communicate Indigenous environmental ethics. For many participants, movement was described not merely as exercise, but as pedagogy, teaching young people about their history, spirituality, and responsibilities within the community. Moreover, these culturally rooted activities were seen as acts of resistance and resilience against colonial erasure, reaffirming Indigenous worldviews and strengthening identity among the younger generation. Nonetheless, concerns were raised regarding waning youth participation, generational disconnection, and the influence of modern lifestyles, all of which threaten the continuity of these traditions. Despite these challenges, the study highlights the critical need for culturally responsive and adaptive strategies to revitalize Indigenous PE. By recognizing physical education as a culturally grounded and dynamic tool, this research emphasizes its role in preserving heritage, nurturing identity, and fostering community cohesion. The findings contribute to broader conversations on decolonizing education and affirming Indigenous knowledge systems within contemporary educational and cultural landscapes.

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