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AbstractSport participation can foster a wide range of positive psychosocial outcomes for women, including feeling empowered and self-sufficient, as well as gaining confidence, determination and self-respect. These well-documented potential benefits stem from research with non-Indigenous athletes, yet there is little published research to support an in-depth understanding of Indigenous women’s unique sport experiences. Such understandings are necessary for meaningful sport programme implementation, health optimisation and sport policy development. The purpose of this study was to explore the phenomenon of flourishing in sport for Indigenous women athletes. Two Indigenous community sport advisors were instrumentally involved throughout the study. Sixteen Indigenous women athletes (Mage = 21.5 years; 10 First Nations, 6 Métis) from urban, rural and remote communities in a mid-Western Canadian province participated in sharing circles and symbol-based reflection to share their meanings and experiences of flourishing in sport. A four-step phenomenological structural analysis was used to analyse transcribed data. Four essential components and one facilitating component emerged as the general structure of flourishing in sport: (1) Multidimensional Community Support (having support from and for one’s family, home and sporting community); (2) Personal Accomplishments (setting and attaining individually tailored goals); (3) Persistent Growth (constant self-betterment); (4) Wholistic Athletic Excellence (excelling as a whole; physically, intellectually, spiritually and emotionally); and, (5) Humble Recognition (being acknowledged; a facilitating component). Nurturing Indigenous women athletes’ flourishing in sport requires athlete-specific attention and collaborative community engagement.

AbstractAlthough physical activity is valued in Aboriginal communities, an in depth understanding of the physical activity experiences among urban Aboriginal people in Canada is absent from the literature. The primary purpose of this study was to explore First Nations students’ physical activity experiences on a university campus. A secondary purpose was to identify ways to create and promote positive physical activity experiences for First Nations university students. Five First Nations students (ages = 18–28 years) engaged in a talking circle and one-on-one interviews. Three main themes emerged from the students’ narratives: (1) we are similar but unique, (2) a longing for tradition, and (3) extending a personal connection with physical activity. The participants’ stories included challenges with physical activity on campus, some of which were unique to the First Nations student experience (e.g. lack of traditional activities) and grew increasingly complex as their narratives unfolded (e.g. experiencing racism). The participants shared strategies they use to deal with challenges related to physical activity, including self-talk, incorporating significant others, and attempting to integrate traditional beliefs and practices. Changes made at the institutional-level were also considered as ways to manage personally difficult physical activity experiences. Further research and collaborative approaches are needed to: (1) develop university initiatives that generate more physical activity options as well as enhance the quality of physical activity for Aboriginal students, and (2) explore culturally-relevant resources that might be useful for Aboriginal students dealing with difficult physical activity experiences.