This thesis explores how physical literacy, which is defined here as the physical quadrant in the St’at’imc medicine wheel, mitigates trauma and promotes healing for St’at’imc matriarchs and survivors of the Canadian residential school system; it does this by highlighting stories of resilience, resistance, and finding strength in unexpected places. Initially, the study aimed to document the healing journey of twenty Indigenous residential school survivors through sport. However, the Covid-19 pandemic in 2020 and the re-discovery of the 215+ Le Estcwicwéy̓ (“the Missing”) Indigenous children at the Kamloops Indian Residential School in 2021 re-traumatized potential participants. In response to these events and ethical considerations, the research shifted focus to the Nxekmenlhkálha múta7 Nt’ákmenlhk’alha (St’at’imc laws and way of life), narratives of survivance, and intergenerational healing through research. As a matriarch of the Ts’al’alh band from the St’at’imc Nation, my narrative intertwines with those of three St’at’imc matriarchs and residential school survivors. Utilizing Indigenous story work and narrative inquiry, the study amplifies our lived experiences, emphasizing survivance rather than sport and showcasing the resilience and endurance of Indigenous women through Nxekmenlhkálha múta7 Nt’ákmenlhk’alha. This thesis represents a personal and collective journey through family and community knowledge. It demonstrates the integration of intergenerational research with my own family, including my aunties, and my children. Through an Indigenous worldview, the research reveals the strengths of children as they grow, providing them opportunities to enhance their skills and explore their culture. The study offers a space of cultural resurgence within a colonial system, promoting healing and resilience among the St’at’imc people.