A feasibility trial of EMU (Education, Movement and Understanding): A primary school-based Indigenous games program targeting health, well-being and academic achievement in children.

EMU (Education, Movement and Understanding) means “be happy” and is a program designed to enhance the health and well-being of children, and their numeracy and literacy levels, through participation in an enjoyable and engaging physical activity (PA) program in the community/at school. The EMU program will specifically target the development of a positive learning environment through positive teaching practices. The EMU program will be delivered by an experienced and qualified teacher (member of the research team) over an 8-week period (2 × 60 min sessions per week). Both members delivering the sessions have a minimum of 5 years teaching experience in schools. Face to face delivery will be provided for stage 2 and/or stage 3 teachers and their students (i.e., 4 teachers; 100 children) from two Government primary schools in the Hunter Region (Awabakal, Grinagai, Wonaruah, Worimi and Darkinung Country, in New South Wales, Australia, ) with student enrolments of > 20% Aboriginal students, will be invited to participate in this pilot study. The initial feasibility trial of EMU will see the development of the curriculum resource (EMU) in consultation with Aboriginal teachers, students and community members; and the running of the study delivered by the research team over a school term in Awabakal Country (Hunter Region, NSW, Australia). Optional delivery of sessions either during, or directly after school sport. Teachers to evaluate the research team on their delivery of such sessions which include the below: • Aboriginal games • Cultural theme • Specific social-emotional concept • Key numeracy or literacy focus (spelling and procedural fluency). Teachers will supervise the delivery of the content (performed by a researcher who is PDHPE trained). Detailed lesson plans will be provided to the usual teachers and can be discussed with the researchers i.e., regarding how best to deliver the content in the future after the trial. Consequently, face-to-face teaching will be provided/witnessed and opportunities to question teaching strategies will be provided between the researchers and usual teachers. There is no maximum number of children included per group, a typical class may have up to 30 students. The research team has created detailed lesson plans that will be provided to the usual teachers (not the students). Opportunities to input in to these lesson plans will be offered to the community, school staff before commencing EMU. Rolls will be taken by the usual teacher and/or researcher to monitor adherence to the intervention (as well as being a part of the typical practices in Department Schools). Draft schedule: Week 1a Gorri Aboriginal people Underarm/overarm throw Self-acceptance Spelling Week 1b Buroinjin Kabi Kabi Catch Diversity Addition Week 2a1 Keen-tan Dreaming Jump & catch Resilience Grammar Week 2 b Marn-grook Kick Identity Subtraction Week 3a Millim-baeyeetch Identity / sporting identity Kick & catch Belonging Punctuation Week 3 b Puldjungi Throw & catch Mindfulness Multiplication Week 4a Purlja Language Kick & throw Trust Spelling Week 4 b Arrkene Irreme Strike Relationships Division Week 5a Jumpinpin Community spirit Catch courage Grammar Week 5b Merkai Strike Respect Addition and subtraction Week 6a Apwerte Family Rolling Integrity Punctuation Week 6 b Wana Strike, roll, catch Self-control Multiplication and division Week 7 a Kalq Connectedness Strike Loyalty RECAP Week 7b Koollche Rolling, locomotor skills Teamwork RECAP Week 8a Tabloid Cultural pride All FMS Honesty RECAP Week 8b Tabloid ALL FMS Perseverance RECAP Primary Outcomes