Director of Teaching and Learning, Stage 2 Physical Education: Students Driving Their Own Performance Improvement
While this week’s article focuses on a Senior School PE initiative, its impact reaches far beyond a single year level. At Pulteney, we are deeply committed to developing the critical, transferable skills that underpin lifelong learning, from teamwork and problem-solving to independence and perseverance, through highly engaging academic experiences. These skills empower our students to thrive across all subject areas, both now and into the future.
Stage 2 Physical Education: Students Driving Their Own Performance Improvement
Mr. Matt Down, Head of Health and Physical Education.
Throughout the back end of Term 1 and start of Term 2, students in Stage 2 Physical Education have taken ownership of their learning in a practical and personalised manner through their Assessment Type 2: Self-Improvement task. This assessment piece challenges students to go beyond participation, instead requiring them to think, analyse, and act like developing athletes and coaches.
With a focus on cardiovascular endurance and muscular power, students design and implement their own 8–10-week training program aimed at improving performance in a chosen activity, for which most of them have chosen to participate in an 11km or 6km City-to-Bay. What makes this assessment particularly powerful is the emphasis on evidence-based decision making. Students begin by completing a range of fitness tests to establish their baseline, before setting SMART goals to guide their improvement journey.
From there, the process becomes cyclical. Students plan and apply training strategies of their own choosing, collect and analyse data (such as heart rate, performance outputs, and perceived exertions), and then reflect on their progress. This ongoing evaluation allows them to adjust their program in real time, ensuring that their training remains purposeful, engaging and effective.
A key strength of the portfolio is its balance between theory and practice. Students explore important concepts such as:
- Training principles and methods
- Energy systems (aerobic and anaerobic)
- Chronic adaptations to exercise
- Psychological factors like motivation and goal setting
They also examine barriers and enablers to participation, developing strategies that align with their individual needs, preferences, and contexts. As a result, while all students are working toward similar outcomes, they have approached the task in diverse ways with some engaging in park runs, others training on treadmills or participating in Pilates classes highlighting the flexibility, choice, and responsibility embedded within the task.
Throughout the task, students are encouraged to use a variety of evidence, including both quantitative data and qualitative reflections, to support their analysis. By the end of the program, they are able to clearly evaluate which strategies were most effective and explain why improvements may have occurred.
Importantly, this assessment is not just about fitness gains, it’s about developing critical and reflective learners. Students build skills in analysis, communication, and self-management, all of which are essential both in and beyond physical activity settings.
The final presentations that students submit will showcase each student’s unique journey. They highlight not only improved performance, but also a deeper understanding of how the body works and how training can be individually tailored for success.
This unit continues to be a standout example of how Physical Education can empower students to take control of their learning, apply scientific thinking, and strive for personal excellence.
Nadia Maglica
Director of Teaching and Learning