Indigenous Cultural Games Fuel Community Renewal Across Canada
The grassy field behind Riverview Public School buzzes with activity on a warm Tuesday afternoon. Children and elders gather in a circle, listening intently as David Plamondon demonstrates the traditional Indigenous game of “snow snake.” The wooden implement glides across the ground as participants cheer. This isn’t just recreation – it’s cultural revitalization happening in communities across Canada.
“These games connect us to our ancestors,” explains Plamondon, a 42-year-old Ojibway cultural educator from the Thessalon First Nation. “When young people learn these activities, they’re not just having fun. They’re reconnecting with practices that have sustained Indigenous communities for generations.”
Over the past five years, Indigenous cultural games programs have emerged as powerful tools for community building. What began as isolated cultural preservation efforts has expanded into structured programming reaching thousands of Canadian youth annually.
The impact stretches beyond recreation. According to data from Indigenous Services Canada, communities with active cultural programming report improved youth engagement and decreased instances of substance abuse. The Canadian Public Health Association has documented correlations between cultural connection activities and improved mental health indicators among Indigenous youth.
Elizabeth Calder, director of wellness initiatives at Niagara Region Indigenous Community Health, sees the benefits firsthand. “These aren’t just games,” she tells me during a community gathering. “They’re vehicles for teaching values like respect, cooperation, and resourcefulness—qualities that every community needs.”
In Hamilton, where Plamondon’s work has reached over 30 schools, educators report improved attendance rates among Indigenous students participating in the programs. “When children see their culture valued in educational spaces, it transforms their relationship with learning,” notes Karen McAllister, an elementary principal with the Hamilton-Wentworth District School Board.
The resurgence of traditional games comes amid broader reconciliation efforts following the Truth and Reconciliation Commission’s 94 Calls to Action. While political progress has been uneven, grassroots cultural initiatives have gained steady momentum, often with minimal institutional support.
Many games teach environmental stewardship alongside physical skills. In “ring the stick,” participants use a stick attached to a string to catch a smaller stick with a hole in it—traditionally crafted from materials at hand. The game instills patience, hand-eye coordination, and respect for natural resources.
“We always emphasize the teaching behind each activity,” says Plamondon, whose calendar now stays booked months in advance with school and community requests. “These aren’t just random pastimes. Each game contains wisdom about how to live in harmony with the land and each other.”
The movement’s growth hasn’t been without challenges. Funding remains inconsistent, with many educators like Plamondon piecing together grants and school-based contracts. Cultural appropriation concerns also require careful navigation, with Indigenous leaders emphasizing the importance of proper protocols and acknowledgment of knowledge sources.
“We welcome everyone to learn, but these cultural practices come from specific nations and communities,” explains Elder Joseph Manitowabi from Wikwemikong Unceded Territory, who mentored Plamondon. “Respect means acknowledging origins and ensuring teachings remain intact.”
Despite obstacles, the momentum continues building. Last summer’s Indigenous Games in Halifax saw traditional activities showcased alongside competitive sports, drawing participants from across North America. Provincial education ministries in British Columbia, Manitoba, and Ontario have begun incorporating Indigenous games into physical education curricula, though implementation varies widely.
The federal government recently announced a $3.8 million investment in cultural sports programming through Sport Canada, though community organizers note this represents a fraction of what’s needed for sustainable nationwide implementation.
For many participants, the experience transcends policy discussions. Twelve-year-old Maya Johnson, who participated in Plamondon’s workshop, describes learning double-ball—a traditional women’s game involving two leather balls connected by sinew that players toss with sticks.
“It’s hard at first, but when you get it, it feels amazing,” she says, demonstrating the technique she’s practiced for weeks. “My grandmother used to play this. It makes me feel connected to her.”
The intergenerational aspect proves particularly powerful. At community events, elders often share memories triggered by games they haven’t seen since childhood. These moments create natural opportunities for language preservation, with traditional terms and phrases entering everyday conversation.
The movement’s growth demonstrates how cultural revitalization works most effectively—from within communities rather than through top-down policy. While government reconciliation efforts have faced criticism for slow implementation, these grassroots cultural initiatives continue gaining strength through community ownership.
As the afternoon session winds down at Riverview School, Plamondon leads a closing circle. Participants share what they’ve learned, many noting connections beyond the physical activities. A teacher mentions how a typically disengaged student showed natural leadership during the games. Two children discuss how they’ll teach their families the activities.
“This is how we rebuild—one game, one teaching, one community at a time,” Plamondon says. “These aren’t just relics from the past. They’re living traditions that have relevance for all Canadians today.”
As I watch the participants disperse, carrying handmade game implements and new knowledge, the policy implications seem clear. Cultural revitalization offers tangible paths toward reconciliation—paths that government frameworks often struggle to define but communities inherently understand.
The success of these programs raises important questions about where we place resources in reconciliation efforts. While policy reform remains essential, the transformative power of cultural connection demonstrates that sometimes the most effective solutions arise from the wisdom Indigenous communities have always possessed.
