Traditional Games
education
Nga taonga takaro: traditional Maori games
Ki-o-Rahi Akotanga Iho, a Kerikeri school group, mentored other New Zealand schools in ki-o-rahi and kapa haka.
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RADITIONAL MAORI GAMES (Nga Taonga Takaro) are gaining popularity in New Zealand’s schools. And many find the inclusion of more traditional pastimes add depth and diversity to the curriculum, in particular in the subject areas of physical education, Maori, science and social studies. This follows their successful use by curriculum directors in the US – ki-o-rahi, a ball game, was introduced into 31,000 US schools in 2005, while mu torere (a board game) is now part of the mathematics doctorate programme at St. Josephs University in Philadelphia. New Zealand has a range of traditional games including manu tukutuku (kite flying), haka riki, tapa rahi and tapa wai (ball games), koikui (ball and whip game), potaka (spinning tops), nonoke (wrestling), kaipara (athletics), tokatoka and wera-te-patu (rock games), pirori (hoop games), whakahekeheke ngaru and poha (surfing), piu (skipping), horohopu (poi toa game), tupea (problem solving) and ti-uru (stick game). Recent research on ki-o-rahi, conducted by Dr Farah Palmer of Massey University, confirms it as the most dynamic traditional activity – one which has the potential to
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school news Issue 09 - Term 1 - 2010
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“Traditional pastimes can add depth and diversity to the curriculum, in particular in the subject areas of physical education, Maori, science and social studies.”
Ki-o-rahi was introduced into 31,000 US schools in 2005
transform the physical education curriculum. Palmer’s findings, on a par with US research, have illuminated several exciting outcomes for ki-o-rahi in school curricula, notably, that by playing the game 72 per cent of students improved their strength and co-ordination. The study also showed that nearly one third of students became more physically active, 80 per cent of players wanted to play other traditional games, 80 per cent wanted to continue playing in organised competitions and 87
per cent wanted to be involved in continued learning related to the philosophical, historical and social aspects of the game. Palmers’ conclusions were also consistent with Te Kotahitanga research which found that ki-o-rahi was a user-friendly learning activity enjoyed by Maori and non-Maori alike. That study also found that it enhanced the education of Maori students, Maori students felt empowered by being able to speak Maori while playing the game, Maori took on leadership roles
while playing it, the game fostered social cohesion and co-operation (whanaungatanga) and Maori students felt an elevated sense of self-worth by playing it and having its symbolism in their schools.
Local initiatives Increasing Nga Taonga Takaro in our society is now one of the key objectives of the SPARC funded He Oranga Poutama (HOP) division. Leading that project is the Maori Advisor for SPARC, Veronica Thompson. Her kaiwhakahaere in Hawkes Bay (Theresa O’Brien and
