Abstract
The aim of the study was to explore and determine key aspects for the optimum inclusion
of indigenous games in school-based physical activities. The study was conducted within
selected rural primary schools in the Vhembe district of the Limpopo Province in South
Africa. The study adopted the qualitative research method within an interpretivist
paradigm. The socioecological as well as the systems theories were used as the theoretical
framework to underpin the study. The study utilised semi-structured interviews, focus
group discussions and observations as forms of data collection. A total of six (n=6) schools
participated in the study. The study’s participants consisted of principals (n=6) (one per
schools), PE teachers (n=6) (one per school), school physical activity coordinators (n=6)
(one per school), learners (n = 48) (eight per school) and indigenous knowledge holders
who volunteered their expertise at the schools (n=2). Permission to collect data was granted
by the school of Health Sciences Research Ethics Committee of the University of
Johannesburg and the Limpopo Provincial Education department. The trustworthiness of
the study findings was determined through credibility, dependability, confirmability and
transferability criteria. The study’s ethical considerations consisted of informed consent,
voluntary participation, confidentiality, anonymity, data protection, managing risks,
maximising benefits and communicating the results accurately. The study findings showed
that incorporating indigenous games in school curricula promotes physical activity
participation among learners which results in holistic health outcomes such as physical,
social, emotional, intellectual emotional and spiritual wellness. Key stakeholders such as
school staff and community stakeholders in the form of volunteers were critical in ensuring
that the incorporation of indigenous games is optimally achieved in schools. Based on the
findings, a framework for incorporating indigenous games for holistic health outcomes
emerged from the study. The study’s implications are that there is a need for sport and
human movement science disciplines to intensify research investigations that
accommodate indigenous knowledge in order to broaden the scope of physical activities
for learners’ health and wellness particularly for disadvantaged rural schools.