Titlebook: Stories of Indigenous Success in Australian Sport; Journeys to the AFL Richard Light,John Robert Evans Book 2018 The Editor(s) (if applica

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Part II Discussiondamentals of their footy skills and ability up until around the age of 12. It also seems that during what Côté and colleagues (see Côté and Hay 2002) refer to as the sampling phase in the DMSP they developed personal qualities and strong values that enabled them to deal with a wide range of challeng

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10 Bernie: ‘I Knew What I Wanted and I Was Willing to Do Anything to Get It’h he progressed to playing organized footy in two local, junior rugby league clubs. He loved sport in general and rugby league in particular, with his talent in, and commitment to, it earning him a place in a specialist sports high school (secondary) in his local area. He grew up in a socio-cultural

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11 Zac: The Road Less Travelleda road to the NRL very much less travelled. He grew up in Ingleview (pseudonym), which is a suburb of Darwin where his earliest memories were of playing outside with his friends and a lifestyle that was relaxed and carefree. Before beginning school he played modified games of Australian football wit

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Part III DiscussionL participants all learned an Aboriginal approach to play through playing informal games from a young age in communities that were shaped by Aboriginal culture. From the ages of 12–14, they also had to transition from local cultures of footy to increasingly structured approaches as they moved toward

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Introduction to Part IVst few years playing at this level. Guided by narrative inquiry methodology, we kept these stories in tact to give the participants voice and to help us understand the nature of their journeys. Although we presented only eight stories, the analysis of the study presented in Part IV (Chaps. 12, 13 an

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7 Carl: ‘Geez—I’m Not Too Bad at This Caper’rs.’ He joined the club just to be part of the group of boys in the neighbourhood and to mix with the older ones. Joining the under tens at five years of age meant that he did not have a lot of game time but was happy to just be part of the group and mix with the older boys:

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Book 2018 and rugby league, conceptualized as a process.of learning. The authors challenge simplistic explanations of Indigenous success in Australian.football and rugby league, centered on the notion of the ‘natural athlete’. The book traces.the development of Indigenous sporting expertise as a lifelong pro

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6 Toby: ‘Bring Your Own Flavour’t his involvement in rugby league was limited to the informal games he and his friends created and played during recess and lunchtime at school and after school as well as in his backyard with friends or out in the fields behind his house when not at school.