Professor of Indigenous Health Education at UTS, John Evans has extensive academic and industry experience in sports and exercise science, and Indigenous sport and education.
While working at the University of Sydney, John helped established an Indigenous Research Collaboration (IRC) to support and guide research outcomes across a number of faculties at that university, a project he is still heavily involved with. The IRC’s goal is to raise the profile of Indigenous research and strengthen research activity and publication output in the area of Indigenous research.
John has also helped develop a series of subjects that provide students with a pathway into Indigenous studies.
John is an ARC Indigenous Research Fellow, holds a number of ARC competitive research grants and co-authored Advanced Rugby Coaching: An Holistic Approach, which sold out in Europe in the lead up to Rugby World Cup 2015.
John has extensive experience in Aboriginal and Torres Strait Islander physical activity and sport research across both qualitative and quantitative disciplines. John has built an academic career, which has blended personal experience from the sport and physical activity industry with a professional career in the academy. John is recognised as a leading academic in the areas of Indigenous sport sociology, Indigenous sport and physical activity studies, pedagogy and coaching. John Evans is one of a small number of Indigenous academics with the skills that can traverse both qualitative and quantitative methodologies and incorporate an Indigenous standpoint. His expertise has been sort by a number of national sporting organizations such as Netball Australia, The National Rugby League and the Australian Rugby Union
Can supervise: YES
- Sports and exercise science, coaching
- Indigenous education
- Indigenous sport
Can supervise: Yes
Areas of research supervision
- Indigenous sport
- Sports coaching
- Indigenous education
© The Editor(s) (if applicable) and The Author(s) 2018. This book presents journeys of sixteen Indigenous Australian athletes from their first touch of a 'footy' to the highest levels of Australian football and rugby league, conceptualized as a processof learning. The authors challenge simplistic explanations of Indigenous success in Australianfootball and rugby league, centered on the notion of the 'natural athlete'. The book tracesthe development of Indigenous sporting expertise as a lifelong process of learning situated inlocal culture and shaped by the challenges of transitioning into professional sport. Individually, the life stories told by the participants provide fascinating insights into experience, cultureand learning. Collectively, they provide deep understanding of the powerful influence thatAboriginal culture exerted on the participants' journeys to the top of their sports while locatingindividual experience and agency within larger economic, cultural and social considerations.Stories of Indigenous Success in Australian Sport will be of interest to students and scholarsacross a range of disciplines including Indigenous studies, physical education, education, sportmanagement and sociology.
Wilson, R, Dumuid, D, Olds, T & Evans, J 2020, 'Lifestyle clusters and academic achievement in Australian Indigenous children: Empirical findings and discussion of ecological levers for closing the gap', SSM - Population Health, vol. 10.View/Download from: Publisher's site
© 2020 The Authors Participation in sport and physical activity can improve academic outcomes and has been identified as a potential mechanism for addressing educational disadvantage and 'closing the gap' in Australian Indigenous communities. To explore this possibility in relation to sport and lifestyle we performed a cluster analysis on data from the Footprints in Time study (also known as the Longitudinal Study of Indigenous Children), using data from Waves 3–6 (2010–2013, ages 5–9 years) of this cohort study. Cluster inputs were organised according to not only sports participation, but also screen time, sleep duration and unhealthy food intake, as reported in parent surveys. Associations between lifestyle cluster membership and academic outcomes from standardised tests from 2014-5 (Progressive Achievement Tests [PATs] for Maths and Reading, and National Assessment Program for Literacy and Numeracy [NAPLAN]) were examined using linear models. Analyses were adjusted for age, sex, remoteness and parental education. Three clusters were identified: Low Sport (36% of sample), characterised by low sports participation and low sleep duration; Junk Food Screenies (21% of sample), with high screen time and high intake of unhealthy foods; and High Sport (43% of sample), showing high sports participation and low screen time. Cluster membership was associated with academic performance for NAPLAN Literacy and Numeracy, and for PAT Maths. The High Sport cluster consistently performed better on these tests, with effect sizes (standardised mean differences) ranging from 0.10 to 0.38. We discuss the ecological dynamics potentially contributing to lifestyle cluster membership and ways in which policy can support healthier High Sport lifestyles associated with better academic performance.
Barnett, LM, Dudley, DA, Telford, RD, Lubans, DR, Bryant, AS, Roberts, WM, Morgan, PJ, Schranz, NK, Weissensteiner, JR, Vella, SA, Salmon, J, Ziviani, J, Okely, AD, Wainwright, N, Evans, JR & Keegan, RJ 2019, 'Guidelines for the selection of physical literacy measures in physical education in Australia', Journal of Teaching in Physical Education, vol. 38, no. 2, pp. 119-125.View/Download from: Publisher's site
© 2019 Human Kinetics, Inc. Assessment of physical literacy poses a dilemma of what instrument to use. There is currently no guide regarding the suitability of common assessment approaches. The purpose of this brief communication is to provide a user's guide for selecting physical literacy assessment instruments appropriate for use in school physical education and sport settings. Although recommendations regarding specific instruments are not provided, the guide offers information about key attributes and considerations for the use. A decision flow chart has been developed to assist teachers and affiliated school practitioners to select appropriate methods of assessing physical literacy. School physical education and sport scenarios are presented to illustrate this process. It is important that practitioners are empowered to select the most appropriate instrument/s to suit their needs.
Davis, ER, Wilson, R & Evans, JR 2019, 'Media neglect of Indigenous student performance in the Programme for International Student Assessment (PISA) 2001-2015', Australian Journal of Indigenous Education.View/Download from: Publisher's site
Copyright © The Author(s) 2019. This research explores media reporting of Indigenous students' Programme for International Student Assessment (PISA) results in two national and 11 metropolitan Australian newspapers from 2001 to 2015. Of almost 300 articles on PISA, only 10 focused on reporting of Indigenous PISA results. While general or non-Indigenous PISA results featured in media reports, especially at the time of the publication of PISA results, there was overwhelming neglect of Indigenous results and the performance gap. A thematic analysis of articles showed mainstream PISA reporting had critical commentary which is not found in the Indigenous PISA articles. The three themes identified include: A lack of teacher quality in remote and rural schools; the debate on Gonski funding recommendations and the PISA achievement gap between Indigenous and non-Indigenous students. This study concluded the overwhelming neglect is linked to media bias, which continues to drive mainstream media coverage of Indigenous Australians.
Farnbach, S, Gee, G, Eades, A-M, Evans, JR, Fernando, J, Hammond, B, Simms, M, DeMasi, K, Glozier, N, Brown, A, Hackett, ML & Getting it Right Investigators 2019, 'Process evaluation of the Getting it Right study and acceptability and feasibility of screening for depression with the aPHQ-9.', BMC public health, vol. 19, no. 1.View/Download from: Publisher's site
BACKGROUND:The Getting it Right study determined the validity, sensitivity, specificity and acceptability of the culturally adapted 9-item Patient Health Questionnaire (aPHQ-9) as a screening tool for depression in Aboriginal and Torres Strait Islander (hereafter referred to as Indigenous) people. In this process evaluation we aimed to explore staff perceptions about whether Getting it Right was conducted per protocol, and if the aPHQ-9 was considered an acceptable and feasible screening tool for depression in primary healthcare. This process evaluation will provide information for clinicians and policy makers about the experiences of staff and patients with Getting it Right and what they thought about using the aPHQ-9. METHODS:Process evaluation using grounded theory approaches. Semi-structured interviews with primary healthcare staff from services participating in Getting it Right were triangulated with feedback (free-text and elicited) from participants collected during the validation study and field notes. Data were thematically analysed according to the Getting it Right study protocol to identify the acceptability and feasibility of the aPHQ-9. RESULTS:Primary healthcare staff (n = 36) and community members (n = 4) from nine of the ten participating Getting it Right services and Indigenous participants (n = 500) from the ten services that took part. Most staff reported that the research was conducted according to the study protocol. Staff from two services reported sometimes recruiting opportunistically (rather than recruiting consecutive patients attending the service as outlined in the main study protocol), when they spoke to patients who they knew from previous interactions, because they perceived their previous relationship may increase the likelihood of patients participating. All Getting it Right participants responded to at least six of the seven feedback questions and 20% provided free-text feedback. Most staff said they would use the aPHQ-9 and most...
Farnbach, S, Gee, G, Eades, A-M, Evans, JR, Fernando, J, Hammond, B, Simms, M, DeMasi, K, Hackett, ML & Getting it Right Investigators 2019, ''We're here to listen and help them as well': a qualitative study of staff and Indigenous patient perceptions about participating in social and emotional wellbeing research at primary healthcare services.', BMC psychiatry, vol. 19, no. 1.View/Download from: Publisher's site
BACKGROUND:Research can inform culturally-appropriate care to strengthen social and emotional wellbeing (SEWB) among Aboriginal and Torres Strait Islander (hereafter, the term 'Indigenous Peoples' is respectfully used and refers to all Aboriginal and/or Torres Strait Islander Peoples of Australia). We acknowledge the cultural diversity of Australia's Indigenous First Peoples and they do not represent a homogenous group.) (hereafter Indigenous) Peoples. We explore the perspectives of primary healthcare staff and Indigenous patients about their willingness to and experiences participating in SEWB research. METHOD:Process evaluation using grounded theory approaches of Getting it Right: The validation study, a national validation designed Indigenous SEWB research project (N = 500). Primary healthcare staff (n = 36) and community members (n = 4) from nine of ten primary healthcare services involved with the research project completed qualitative semi-structured interviews. Interview data were triangulated with participant feedback (responses to structured questions and free-text feedback collected during Getting it Right), study administrative data (participant screening logs, communication logs, study protocol, deviation logs and ethics correspondence) and interviewer field notes. RESULTS:Three themes about staff, patient and community perspectives concerning research participation developed: (1) considering the needs, risk, preferences and impact of participation in research for staff, patients and community; (2) building staff confidence speaking to patients about research and SEWB problems and (3) patients speaking openly about their SEWB. Some staff described pressure to ensure patients had a positive experience with the research, to respond appropriately if patients became upset or SEWB problems were identified during interviews, or due to their dual role as community member and researcher. Patients and staff reported that patients were more likely to participat...
Keegan, RJ, Barnett, LM, Dudley, DA, Telford, RD, Lubans, DR, Bryant, AS, Roberts, WM, Morgan, PJ, Schranz, NK, Weissensteiner, JR, Vella, SA, Salmon, J, Ziviani, J, Wainwright, N & Evans, JR 2019, 'Defining physical literacy for application in Australia: A modified delphi method', Journal of Teaching in Physical Education, vol. 38, no. 2, pp. 105-118.View/Download from: Publisher's site
© 2019 Human Kinetics, Inc. Purpose: The development of a physical literacy definition and standards framework suitable for implementation in Australia. Method:Modified Delphi methodology. Results: Consensus was established on four defining statements: Core-Physical literacy is lifelong holistic learning acquired and applied in movement and physical activity contexts; Composition-Physical literacy reflects ongoing changes integrating physical, psychological, cognitive, and social capabilities; Importance-Physical literacy is vital in helping us lead healthy and fulfilling lives through movement and physical activity; and Aspiration-A physically literate person is able to draw on his/her integrated physical, psychological, cognitive, and social capacities to support health promoting and fulfilling movement and physical activity, relative to the situation and context, throughout the lifespan. The standards framework addressed four learning domains (physical, psychological, cognitive, and social), spanning five learning configurations/levels. Conclusion: The development of a bespoke program for a new context has important implications for both existing and future programs.
Light, RL, Evans, JR & Lavallee, D 2019, 'The cultural transition of Indigenous Australian athletes' into professional sport', Sport, Education and Society, vol. 24, no. 4, pp. 415-426.View/Download from: Publisher's site
© 2017 Informa UK Limited, trading as Taylor & Francis Group This article reports on a study that inquired into the journeys of sixteen Indigenous Australian athletes from their first touch of the footy to the Australian Football League (AFL) and National Rugby League (NRL) that identified two distinct stages of their journeys. These were: (1) the development of expertize and of a distinctly Aboriginal style of play from their first touch of a footy to around the age of thirteen and, (2) a process of cultural transitioning toward and into the AFL and NRL. This article takes an interdisciplinary approach to focus on the second stage of transitioning into the world of professional sport and sport as business. Identifying this as a process of cultural transitioning from local Aboriginal culture to the culture of professional sport provided insight into this transitioning process while illuminating the profound importance of culture in this process. It also helped identify the ways in which tensions between local approaches to 'footy' as play and cultural expression and professional sport as work, within the global culture of sport-as-business, were manifested in the challenges that the participants had to overcome. This article thus contributes to knowledge about Indigenous development of sporting expertize, of the specific challenges they face in transitioning into the global culture of commodified sport and how they succeed from a cultural perspective.
Macniven, R, Canuto, K, Wilson, R, Bauman, A & Evans, J 2019, 'Impact of physical activity and sport on social outcomes among Aboriginal and Torres Strait Islander people: a scoping review protocol.', JBI database of systematic reviews and implementation reports, vol. 17, no. 7, pp. 1305-1311.View/Download from: Publisher's site
OBJECTIVE:The objective of this scoping review is to identify and describe existing research on the impact of sport and physical activity programs on social outcomes among Aboriginal and Torres Strait Islander people in Australia. INTRODUCTION:Physical activity can be particularly beneficial for groups such as Indigenous populations, who have increased rates of chronic disease. Systematic reviews have demonstrated the positive impact of physical activity on a range of health indicators, and there is also support for the positive impact of physical activity on wider social outcomes. However, there is a lack of evidence for the benefits of physical activity for broader social outcomes among Aboriginal and Torres Strait Islander people. INCLUSION CRITERIA:This scoping review will consider studies that include Aboriginal and Torres Strait Islander people of any age from any setting or region of Australia. Studies will be considered if they report on programs or activities that use physical activity and sport participation as a component or tool to improve one or more of six social and community outcomes: education, employment, culture, social wellbeing, life skills and crime prevention. METHODS:Nine databases will be searched, as well as a selection of websites containing resources related to physical activity, sport and social outcomes for Aboriginal and Torres Strait Islander people. Studies published in English will be included. No date limits will be set. After screening the titles and abstracts of identified citations, potentially relevant studies will be retrieved in full. Data extraction will be presented in a table with accompanying narrative.
Macniven, R, Canuto, K, Wilson, R, Bauman, A & Evans, J 2019, 'The impact of physical activity and sport on social outcomes among Aboriginal and Torres Strait Islander people: A systematic scoping review', Journal of Science and Medicine in Sport, vol. 22, no. 11, pp. 1232-1242.View/Download from: Publisher's site
© 2019 Objectives: To identify and describe existing evidence of the impact of sport and physical activity programs on social outcomes among Aboriginal and Torres Strait Islander people. Design: Systematic scoping review. Methods: Nine scientific databases (MEDLINE, Scopus, SPORTSDiscus, PsycINFO, Informit, Database of Abstracts of Reviews of Effects (DARE), The Cochrane Library, The Campbell Library, ProQuest Dissertations and Theses) and grey literature were systematically searched for programs or activities that target Aboriginal and Torres Strait Islander people and use physical activity and sport participation to improve one or more of six social and community outcomes of: (i) education; (ii) employment; (iii) culture; (iv) social and emotional wellbeing; (v) life skills; (vi) crime reduction. Results: Of the 1160 studies identified, 20 met the inclusion criteria and were published between 2003 and 2018. Most studies reported positive findings across multiple, broad outcomes of education (N = 11), employment (N = 1), culture (N = 9), social and emotional wellbeing (N = 12), life skills (N = 5) and crime reduction (N = 5). Some evidence was found for increased school attendance and improved self-esteem resulting from physical activity and sport participation as well as enhanced aspects of culture, such as cultural connections, connectedness, values and identity. Conclusions: There is some evidence of benefit across the six social outcomes from physical activity and sport programs. This promotes their continuation and development, although critical appraisal of their methods is needed to better quantify benefits, as well as the generation of new evidence across indicators where gaps currently exist, particularly for employment and crime reduction outcomes.
Evans, JR & Curry, C 2018, 'Implementing Sport, Physical Activity and Physical Education in New South Wales, Australia, primary schools', Ágora para la Educación Física y el Deporte, vol. 20, no. 1, pp. 27-27.View/Download from: Publisher's site
A renewed focus on Physical Education in New South Wales primary schools has the potential to act as an intervention that has positive long-term implications for the whole population. The introduction of physical education (PE) as part of the National Curriculum means the role of PE in Australian primary schools is now open for renewed attention. The rise of an international obesity epidemic means that that the role of PE in primary schools has the potential to make a positive impact on public health outcomes. There could be significant long term savings from well-organized PE programs in primary schools delivered by teaching staff educated in quality physical education. In addition there is also an historical and emerging body of research which links physical activity to academic performance. However not all teachers in primary schools have the skills or life experiences to effectively teach PE. In order to achieve these outcomes we posit that the use of a Game Centered Teaching approach and the use of an underlying pedagogy have the potential to provide more meaningful experiences for students and teachers. In order to implement a Game Centered Teaching approach we advocate the use of specialist PE teachers rather than outsourcing the delivery of PE in schools.
Evans, JR, Wilson, R, Coleman, C, Man, WYN & Olds, T 2018, 'Physical activity among indigenous Australian children and youth in remote and non-remote areas', Social Science and Medicine, vol. 206, pp. 93-99.View/Download from: Publisher's site
© 2018 Sport and physical activity (PA) hold particular significance in Australian Indigenous communities, and have the potential to address many of the health and education challenges faced by Indigenous communities. Optimal levels of PA are an important foundation in efforts to build healthy communities and reduce social disadvantage experienced to date. Yet little evidence relating to the current levels of PA within these communities, or the relationship between PA and outcomes, has been available. Drawing on national survey data from the Australian Bureau of Statistics, we examine levels of PA in the Australian Aboriginal and Torres Strait Islander Health Survey 2012-13. These data describe PA levels among Indigenous Australians, aged 5–17 years, in remote and non-remote communities. We also examine the relationship between PA and participation in education and self-reported health among 15–17 year olds. Overall, participation rates appear to be high, with 64–84% of youth reporting at least 60 min of PA on the previous day. A gender gap was also evident, with lower levels of activity among girls. PA decreased with age, particularly at or around the age of puberty. There were no significant associations between PA and either self-reported health or engagement in study. There was a relationship between high PA and low area-level socio-economic status in remote areas, but no association in non-remote areas. The differences between remote and non-remote areas highlight the importance of disaggregated analysis of Indigenous populations and are consistent with qualitative studies identifying locally contextualised factors influential in promoting PA.
Light, RL & Evans, JR 2018, 'Learning as transformation in the development of expertise by elite indigenous Australian athletes', Sport Mont, vol. 16, no. 2, pp. 93-96.View/Download from: Publisher's site
© 2018 Montenegrin Sports Academy. All rights reserved. This article addresses the lack of attention paid to research on the development of Indigenous sporting expertise from a socio-cultural perspective. It inquires into the role that informal games played in the development of Australian Indigenous AFL and NRL players up to the age of thirteen. The study adopted a combined narrative inquiry and constructivist grounded theory methodology. The study highlighted to central role that informal games played in the development of expertise and a distinctive Aboriginal style of play shaped by Indigenous culture. This article suggests the central role that informal games shaped by Aboriginal culture played in the development of expertise and an Aboriginal style of play. It also suggests the need for coaching beyond Indigenous players to consider the use of games in training regimes.
Schranz, N, Glennon, V, Evans, J, Gomersall, S, Hardy, L, Hesketh, KD, Lubans, D, Ridgers, ND, Straker, L, Stylianou, M, Tomkinson, GR, Vella, S, Ziviani, J & Olds, T 2018, 'Results from Australia's 2018 Report Card on Physical Activity for Children and Youth', Journal of Physical Activity and Health, vol. 15, no. S2, pp. S315-S317.View/Download from: Publisher's site
A decades worth of high quality surveillance sources have consistently shown that Australian kids are not meeting the physical
activity (PA) guidelines of at least 60 min moderate-to-vigorous
PA (MVPA) each day of the week.1 This is concerning because
physical inactivity is assocaited with a myriad of unfavourable
health outcomes. This paper will summarise the results from the
2018 Active Healthy Kids Australia (AHKA) PA Report Card,
with the assigned grades based upon representative national and
state/territory-based data sources (see Figure 1 for 2018 Report
Farnbach, S, Evans, J, Eades, A-M, Gee, G, Fernando, J, Hammond, B, Simms, M, DeMasi, K & Hackett, M 2017, 'Process evaluation of a primary healthcare validation study of a culturally adapted depression screening tool for use by Aboriginal and Torres Strait Islander people: study protocol', BMJ Open, vol. 7, no. 11, pp. e017612-e017612.View/Download from: Publisher's site
Introduction Process evaluations are conducted alongside research projects to identify the context, impact and consequences of research, determine whether it was conducted per protocol and to understand how, why and for whom an intervention is effective. We present a process evaluation protocol for the Getting it Right research project, which aims to determine validity of a culturally adapted depression screening tool for use by Aboriginal and Torres Strait Islander people. In this process evaluation, we aim to: (1) explore the context, impact and consequences of conducting Getting It Right, (2) explore primary healthcare staff and community representatives' experiences with the research project, (3) determine if it was conducted per protocol and (4) explore experiences with the depression screening tool, including perceptions about how it could be implemented into practice (if found to be valid). We also describe the partnerships established to conduct this process evaluation and how the national Values and Ethics: Guidelines for Ethical Conduct in Aboriginal and Torres Strait Islander Health Research is met.
Methods and analysis Realist and grounded theory approaches are used. Qualitative data include semistructured interviews with primary healthcare staff and community representatives involved with Getting it Right. Iterative data collection and analysis will inform a coding framework. Interviews will continue until saturation of themes is reached, or all participants are considered. Data will be triangulated against administrative data and patient feedback. An Aboriginal and Torres Strait Islander Advisory Group guides this research. Researchers will be blinded from validation data outcomes for as long as is feasible.
Light, RL & Evans, JR 2017, 'Socialisation, culture and the foundations of expertise in elite level Indigenous Australian sportsmen', Sport, Education and Society, vol. 22, no. 7, pp. 852-863.View/Download from: Publisher's site
© 2015 Taylor & Francis. This article reports on an ongoing study that investigates the development of expertise in rugby league and Australian football by Indigenous Australians as a socially and culturally situated process of learning. Focused on the sampling phase of the Development Model of Participation in Sport (6–12 years of age), it combines narrative inquiry and grounded theory methodologies to identify the important role that participation in a range of different sports and in informal games plays in the participants' development of expertise, as a process of socialisation.
Schranz, NK, Olds, T, Boyd, R, Evans, J, Gomersall, SR, Hardy, L, Hesketh, K, Lubans, DR, Ridgers, ND, Straker, L, Vella, S, Ziviani, J & Tomkinson, GR 2016, 'Results From Australia's 2016 Report Card on Physical Activity for Children and Youth', JOURNAL OF PHYSICAL ACTIVITY & HEALTH, vol. 13, no. 11, pp. S87-S94.View/Download from: Publisher's site
Dalton, BM, Wilson, R, Evans, JR & Cochrane, S 2015, 'Australian Indigenous youth's participation in sport and associated health outcomes: Empirical analysis and implications', Sport Management Review, vol. 18, no. 1, pp. 57-68.View/Download from: Publisher's site
Analysis of the 2012 Mission Australia Youth Survey (MAYS) finds that among Indigenous youth aged 15–19 years there is a positive relationship between self-reported participation in sport and two health outcomes: rating of overall health and risk of mental health disorder. We find that Indigenous youth who participate in sport are 3.5 times more likely to report good general health and 1.6 times more likely to have no probable serious mental illness. The significance of these findings is discussed in relation to potential future research and policy. In terms of research, the analysis illustrates the utility of brief and cost-effective measures of health outcomes that could be used in future evaluations of specific programs targeting Indigenous youth participation in sport. We also discuss the potential ramifications, for practitioners and management professionals, of the particular policy paths needed to address the current gaps in service delivery to Indigenous communities, and for the development of grassroots, evidence-based, well resourced, culturally sensitive, inclusive and community-led programs. This can, in part, be achieved by ensuring youth sport development programs are shaped by Indigenous youth themselves.
Evans, JR, Wilson, R, Dalton, B & Georgakis, S 2015, 'Indigenous Participation in Australian Sport: The Perils of the 'Panacea' Proposition', Cosmopolitan Civil Societies: an interdisciplinary journal, vol. 7, no. 1, pp. 53-53.View/Download from: Publisher's site
The argument that participation in sport among disadvantaged populations can produce positive outcomes in
wide range of areas has been a consistent theme in academic literature. It is argued that sport participation can
promote women's empowerment, sexuality, lifestyle, peacemaking, youth development, poverty reduction and
conflict resolution. Similarly, in Australia, participation in sport among Indigenous Australians has been
proffered as a 'panacea' for many Indigenous problems; from promoting better health and education outcomes,
to encouraging community building, good citizenship and entrepreneurship. Parallel to this has been a focus on
documenting and analysing sport participation among Indigenous Australians in elite sport which often
concludes that Indigenous Australians have an innate and 'natural ability' in sports. These two assumptions, first,
that sport participation can help realise a wide range of positive social outcomes; and second, that Indigenous
Australians are natural athletes, have driven significant public investment in numerous sport focused programs.
This paper questions these assumptions and outlines some of the challenges inherent with an emphasis on sport
as a solution to Indigenous disadvantage. We highlight how participation in sport has often been tied to
ambitious, ill-defined and, in terms of evaluation, often elusive social outcome goals. Second, we also argue that
there is limited research to indicate that participation in either elite or grassroots level sport has led to any
discernible social progress in addressing inequality. We contrast historical Indigenous participation in a range of
sporting codes to demonstrate the influence of factors beyond the 'natural ability' and 'born to play'
propositions. Finally, we outline six 'perils' associated with viewing sport as a panacea; including how
privileging sport can not only perpetuate disadvantage by reinforcing stereotypes and also contribute to a
diversion of attention and re...
Light, RL & Evans, JR 2013, 'Dispositions of elite-level Australian rugby coaches towards game sense: characteristics of their coaching habitus', SPORT EDUCATION AND SOCIETY, vol. 18, no. 3, pp. 407-423.View/Download from: Publisher's site
Light, RL & Evans, JR 2011, 'Erratum to The impact of Game Sense pedagogy on Australian rugby coaches' practice: A question of pedagogy (Physical Education and Sport Pedagogy, (2010), 15, 2, (103-115), 10.1080/17408980902729388)', Physical Education and Sport Pedagogy, vol. 16, no. 1, p. 101.View/Download from: Publisher's site
Burgess, CM & Evans, JR 2017, 'Culturally responsive relationships focused pedagogies: The key to quality teaching and creating quality learning environments' in Handbook of Research on Promoting Cross-Cultural Competence and Social Justice in Teacher Education, IGI Global, USA, pp. 1-31.View/Download from: Publisher's site
© 2017, IGI Global.This chapter examines the importance of culturally responsive relationships-focused pedagogical approaches in engaging Aboriginal students in their learning and the significance of this to improving their educational outcomes. Significantly, the themes and issues raised in this chapter reflect much of the international literature on Indigenous, minority and marginalised students. The following enablers are necessary when implementing culturally responsive relationships focused pedagogies: Engaging with Aboriginal families and community members; Harnessing Aboriginal students' backgrounds, lived experiences and interests as classroom resources; Implementing innovative place-based curriculum approaches, and Exploring holistic teacher professional learning opportunities. The combination of these factors creates quality learning environments as places of belonging and socio-cultural support underpinned by mobilising Aboriginal family and community social and cultural capital in the educational process. Once schools and teachers realise the potential of this approach, conditions are created to improve the academic, social and cultural outcomes of Aboriginal and Torres Strait Islander students.
Evans, JR 2014, 'The nature and importance of coach–player relationships in the uptake of Game Sense by elite rugby coaches in Australia and New Zealand' in Quay, J, Light, R, Harvey, S & Mooney, A (eds), Contemporary Developments in Games Teaching, Routledge, Abingdon, Oxon, pp. 133-145.View/Download from: Publisher's site
Light, RL & Evans, JR 2014, 'Putting habitus to work in research on how coaches learn through experience: Identifying a coaching habitus' in Hunter, L, Smith, W & Emerald, E (eds), Pierre Bourdieu and Physical Culture, Taylor & Francis, USA, pp. 65-73.View/Download from: Publisher's site
Introduction The use of habitus in the coaching literature has been helpful for understanding how experience shapes coaching practice but the use of it to generate and analyze data in empirical research is very limited (Hassanin and Light 2013) where it is used as 'an explanation of data rather than as a way of working with it' (Reay 2004: 440). With one exception (Light and Evans 2010) the use of habitus in the coaching literature has been limited to an explanatory role or layered over analysis rather than being operationalized (see, for example, Taylor and Garratt 2010).
Evans, JR, Evans, RR, Regusci, CL & Rademacher, W 1999, 'Mode of action, metabolism, and uptake of BAS 125W, prohexadione-calcium', HortScience, pp. 1200-1201.