Levi Denny’s scientific contributions

This study used a participatory action research approach to explore the criteria for collaboratively designing culturally relevant Indigenous coach education with Indigenous sport stakeholders from Nova Scotia, Canada. Fourteen Mi’kmaw sport stakeholders, including six coaches (three men and three women), seven administrators (five men and two women), and one Elder (man), participated in the study through methods including online semistructured interviews, unstructured interviews, and focus group discussions to explore their perspectives of how to develop culturally relevant Indigenous coach education. The findings suggest the purpose of designing culturally relevant Indigenous coach education is to enhance cultural pride and support Indigenous coach development. Participants believed these objectives could be fulfilled by addressing topics such as Mi’kmaq culture and history, as well as colonialism. The preferred methods of delivering content included facilitating experiences, storytelling, and mentoring. The findings are interpreted relative to the Calls to Action advanced by the Truth and Reconciliation Commission of Canada, as well as the existing literature on Indigenous coaching and learning. Finally, the Mi’kmaq framework of two-eyed seeing is used to advocate for the bridging of Indigenous and Western perspectives, as a means of decolonizing coach education.

Indigenous coaches play an essential role in educating Indigenous youth about the value of sport and facilitate strong relationships between sport and culture. Unfortunately, across all levels of sport and coaching in Canada, Indigenous sport participation is hindered by a lack of Indigenous coaches. Using a narrative analysis, the following study sought to understand the barriers affecting the development and inclusion of Indigenous coaches in Canada. Specifically, nine Mi’kmaw First Nation coaches from Nova Scotia, Canada, participated in individual, semi-structured interviews. The interviews were interpreted using a thematic narrative analysis. The findings contributed to three distinct narratives: Trials and Tribulations, Displaced by Race, and Westernized Indigenous Education. We discuss how the integrated Indigenous-ecological model can be used as a decolonizing framework to reduce coaching barriers across each ecosystem, subsequently promoting more inclusive and culturally relevant coaching experiences for Mi’kmaw First Nation coaches.